Developing a Holistic Success Model for Sustainable E-Learning: A Structural Equation Modeling Approach

Abstract

In higher education learning, e-learning systems have become renowned tools worldwide. The evident importance of e-learning in higher education has resulted in a prenominal increase in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak. Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful implementation. By relying on the related literature review, an extensive model is developed by integrating the information system success model (ISSM) and the technology acceptance model (TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in Jordan. The findings demonstrate that quality factors, including instructor, technical system, support service, educational systems, and course content quality, have a direct positive influence on students’ satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived usefulness, and system use are key predictors of their academic performance. These findings provide e-learning stakeholders with important implications that guarantee the effective, successful use of e-learning that positively affects students’ learning.

Does MOOC Quality Affect Users’ Continuance Intention? Based on an Integrated Model

“…Therefore, MOOC operators should pay attention to the quality maintenance of MOOC platforms. First, while making sure that the system is reliable and safe [31], MOOC platform operators should strive to develop system functions on the basis of having a clear understanding of users' actual needs, with the goal of perfecting teaching processes and improving learning outcomes.…”

“…With the increasing acceptance of the open education model of MOOCs and the concept of lifelong learning, growing attention from the academic community has been paid to whether MOOCs can promote the sustainable development of education [10,27,30,31]. An MOOC platform is a network-based learning system, so users' continuance intention depends largely on user satisfaction, which is also considered to be one of the factors that evaluates the success of an information system (IS) [13,[32][33][34][35].…”

Factors Influencing Students’ Acceptance of M-Learning in Higher Education: An Application and Extension of the UTAUT Model

“…As one of the most recent technologies used to improve learning and teaching performance, M-learning is a key tool for students and instructors. By using M-learning, such as smartphones, students can be provided with real-time learning and university services [4,5]. Through the development of internet technology, M-learning enables students to learn how to cooperate and communicate their ideas.…”

Determinants of e-learning adoption in higher education in Iraq an academics and students’ perspective

“…However, the main purpose of the multiplicity of approaches is not to replace it with traditional education, but to embed modern electronic technologies to support the entire learning process. As supported by [31], [32]. In the era of e-learning investment, there are two main types; the first one is regarded as course management systems (CMS).…”