No 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.

Much of the existing e-government research focuses on developed countries. Although a relatively small number of studies explored Arab e-government development, they did so in a single country context. This article provides an insight into the current state of Arab e-government developments. A cross-country comparative analysis of e-government Web sites and portals was conducted on 16 Arab countries to assess their development stages in e-government service delivery capability. Further comparative analysis was performed between the top Arab e-governments and the global top e-governments in developed countries with regard to "e-democracy," often the highest level egovernment service delivery capability identified in the literature. The results confirm a wide digital divide that remains between the Arab countries and the leading developed countries. Importantly, however, the results also show a wide digital divide even among the Arab countries studied, particularly in the development of advanced e-government service delivery capabilities. These results have important implications for developing countries in managing both economic and non-economic resources effectively for successful e-government development. C 2009 Wiley Periodicals, Inc.

Purpose – The purpose of this paper is to propose and empirically test a unified framework that captures the antecedents of e-business implementation, that is; organizational factors which is decomposed into organizational capabilities (training availability, technical expertise, knowledge level), knowledge management capabilities (knowledge acquisition, application, and sharing), adhocracy culture, and top management support, e-business implementation, and organizational performance (efficiency, sales performance, customer satisfaction, relationship development). Design/methodology/approach – Data from a survey of 258 top managers in Saudi Arabian enterprises were collected to empirically test the proposed research model. Additionally, the statistical techniques employed included a confirmatory factor analysis to examine the reliability and validity of the measurement model, and structural equation modeling using AMOS is utilized to test the hypotheses. Findings – The findings of this study suggest that organizational factors influence e-business implementation. Moreover, e-business implementation affects organizational performance. Research limitations/implications – This study did not investigate all organizational factors and knowledge management processes. Future research could assess the influence of additional factors such as technology and environment contexts on e-business implementation. Practical implications – Owners/managers considering e-business implementation would be best to focus on internal (organizational) factors and their interaction within and beyond the organization, rather than focussing exclusively on technological considerations. Originality/value – This study is significant for at least two reasons: it determines the key antecedents to successful business implementation based on organizational factors and it helps to understand the effects of e-business implementation on organizational performance.

PurposeThis study investigated the impact of the virtualization requirements of the learning process on students' satisfaction and their intention to continue using online learning.Design/methodology/approachA research model was developed using the process virtualization theory (PVT); it was validated empirically using data obtained from an online questionnaire-based survey of 489 undergraduate students.FindingsThe main results support the role of representation for sensory requirements, sensory requirements, reach, representation for relationship requirements and relationship requirements on shaping students' satisfaction, which all also have a significant influence on students' intention to continue using online learning. Relevance factors are responsible for 61.6% of the variance in students' satisfaction and 83.6% of the variance in their intention to continue using online learning. However, neither the synchronism requirements nor the identification and control requirements had a significant effect on students' satisfaction or on their intention to continue using online learning.Originality/valueThe present research focused on PVT in an online learning context; consequently, a new set of factors that influenced students' satisfaction with and intentions to continue using online learning was empirically tested for the first time. This research contributes to the literature on information systems because it advances the generalizability and applicability of the PVT in a new context and new cultural setting. Moreover, the research apprises researchers and practitioners of new factors, which should be understood and fulfilled to make virtual learning equivalent to the face-to-face learning experience.