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

Sustainability

Omar Hujran¹  Ahmad Samed Al-Adwan²  Nour Awni Albelbisi³  Ali Alkhalifah⁴  Waleed Mugahed Al-Rahmi⁵ 

[1] Department of Analytics in the Digital Era, College of Business and Economics, United Arab Emirates University, Al Ain 15551, United Arab Emirates;Electronic Business and Commerce Department, Business School, Al-Ahliyya Amman University, Amman 19328, Jordan;Faculty of Education, University of Malaya, Kuala Lumpur 50603, Malaysia;Information Technology Department, College of Computer, Qassim University, Buraydah 52571, Saudi Arabia;Self-Development Skills Department, College of Common First Year, King Saud University, Riyadh 11451, Saudi Arabia;

关键词: e-learning;    success factors;    information quality;    COVID-19;    TAM;    system quality;   

DOI  :  10.3390/su13169453

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown