Integrating Student Trust in a Conceptual Model for Assessing Learning Management System Success in Higher Education: An Empirical Analysis

Dorobat, Iuliana; Corbea, Alexandra Maria Ioana; Muntean, Mihaela

doi:10.1109/access.2019.2919100

Cited by 21 publications

(20 citation statements)

References 74 publications

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“…E-learning systems are expected to deliver useful features such as downloading learning material and interacting with peers and instructor that improve students' learning. Literature has indicated that PU positively influences students' SAT, USE, and ACP [10,[61][62][63]. When students perceive that the elearning system benefits their learning, they are inclined to be satisfied and subsequently inclined to use it.…”

Section: Perceived Usefulnessmentioning

confidence: 99%

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

et al. 2021

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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.

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Section: Perceived Usefulnessmentioning

confidence: 99%

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

et al. 2021

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“…But what constitutes a success in e-learning? According to Dorobat et al ( 2019 ) the assessment of the effectiveness of e-learning depends on students’ performance and satisfaction with e-learning and that there are studies that discuss the success of e-learning as an emerging social and technical concept.…”

Section: Literature Reviewmentioning

confidence: 99%

Testing the success of real-time online delivery channel adopted by higher education institutions in the United Arab Emirates during the Covid-19 pandemic

Chaudhry

Paquibut

Islam

et al. 2021

Int J Educ Technol High Educ

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E-learning was mandated for all the higher education institutions (HEI) in the United Arab Emirates (UAE) to encounter the pandemic and practice social distancing in year 2020. This led education institutions to shift from face-to-face traditional classroom settings to online education channels for delivering education to their students despite being less familiar with the real-time remote learning. The current study attempts to measure the success of e-learning systems adopted by the HEIs in UAE. An e-learning system success measuring the framework based on DeLone and McLean (J Manage Inf Syst 19(4):9–30, 2003) was developed including the measures of quality, system use, perceptual benefits and future outcomes from students’ perspective. A survey was conducted from more than 1200 students studying at different higher education institutions of the UAE region. The findings have implications for educators and policy-makers recommending the success factors of e-learning delivery channels in this region.

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“…To ensure the quality of their academic and administrative processes, Higher Education Institutions (HEIs) from around the world adopt quality methodologies to guide their improvement projects (IPs) [1]. Quality management is a strategy that provides tools and techniques for the successful application of quality principles in diverse environments [2], [3]. Likewise, [4] mention that public and private HEIs have progressively introduced quality management systems in the last two decades.…”

Section: Introductionmentioning

confidence: 99%

Measuring Critical Success Factors for Six Sigma in Higher Education Institutions: Development and Validation of a Surveying Instrument

et al. 2020

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Critical success factors are key elements that enable the success of projects. This research work proposes the design and validation of an instrument to evaluate the implementation of six sigma critical success factors during improvement projects in higher education institutions. Eleven critical success factors were selected from the literature on the six sigma methodology, including managerial participation and commitment, six sigma linkage with the institutional strategy, six sigma linkage with suppliers, communication, and team member selection, among others. The instrument was validated among Mexican higher education institutions, from which 743 surveys were collected. Namely, the instrument was administered to experienced improvement project developers. Then, the collected data were analyzed, first by means of an exploratory factor analysis, and later with a confirmatory factor analysis using software program SPSS Amos R. Our results demonstrate that the proposed instrument is statistically valid, so it can be used by higher education institutions to evaluate how Six Sigma critical success factors are handled during improvement projects development. Similarly, the survey can help universities detect areas of opportunity when adopting the six sigma methodology and fit models to evaluate how critical success factors interact among them to achieve the expected results of improvement projects. INDEX TERMS Confirmatory factor analysis, construct validation, higher education, improvement projects, six sigma.

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Integrating Student Trust in a Conceptual Model for Assessing Learning Management System Success in Higher Education: An Empirical Analysis

Cited by 21 publications

References 74 publications

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

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

Testing the success of real-time online delivery channel adopted by higher education institutions in the United Arab Emirates during the Covid-19 pandemic

Measuring Critical Success Factors for Six Sigma in Higher Education Institutions: Development and Validation of a Surveying Instrument

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