This study investigated the impact of electronic human resource management (e-HRM) implementation on the effectiveness of the HRM system. The framework of this study was guided by three theories: unified theory of acceptance and use of technology, the social exchange theory, and the leader-member exchange theory. Covariance-based structural equation modelling was used to test the proposed model and hypotheses. The sample consisted of 282 responses from the employees of two telecommunications companies in Jordan. The research findings suggest that performance expectancy had a significant positive effect on behavioural intention to use an e-HRM system, whereas effort expectancy did not. Facilitating conditions had a positive significant impact on e-HRM system usage. Top management support and the HRM role of line managers positively affected behavioural intention to use e-HRM and actual usage of e-HRM, whereas the effect of HR professionals on e-HRM usage was negative. Finally, the actual usage of e-HRM had a significant impact on HRM system effectiveness.

This paper investigates undergraduate students’ perception and acceptance of e-learning systems at Jordanian universities. The framework of this study is guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and, DeLone and McLean Information System Success Model. The online questionnaire is used to collect data from 411 undergraduate students at Jordanian public and private universities. Partial Least Squares Structural Equation Modeling (PLS-SEM) is used to analyze the data. The findings suggest that (i) performance expectancy, facilitating conditions, and information quality have a significant, positive effect on the actual usage of e-learning systems, whereas system quality did not, (ii) the usage of e-learning systems positively influenced educational performance and students' satisfaction, (iii) the impact of COVID-19 moderate the relationship between the use of e-learning systems and educational performance and (iv) face to face is the most favorable educational-learning approach, followed by blended, and e-learning.