An analysis of factors affecting students´ perceptions of learning outcomes with Moodle

Pérez-Pérez, Marta; Bedia, Ana María Serrano; García‐Piqueres, Gema

doi:10.1080/0309877x.2019.1664730

Cited by 70 publications

(60 citation statements)

References 66 publications

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“…These 20 studies were applied to investigate the success and utilization of e-learning systems. For example, Pérez-Pérez et al [58] used both the TAM and the D&M model to investigate the effect of acceptance precursor factors (e.g., perceived ease of use and perceived usefulness) and qualityrelated factors (e.g., system quality and information quality) on students' satisfaction. Then, they examined whether students' satisfaction and communicativeness were the determining factors of their perceived learning outcomes with Moodle.…”

Section: ) What Are the Other Theories/models Incorporated With The Dandm Is Success Model In E-learning Studies? (Rq4)mentioning

confidence: 99%

A Systematic Review of the DeLone and McLean Model of Information Systems Success in an E-Learning Context (2010–2020)

et al. 2021

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The DeLone and McLean (D&M) information systems (IS) success model seeks to provide a comprehensive understanding of IS success by identifying and explaining the relationships among their most critical dimensions of success. Many studies have offered important insights into this model. Nevertheless, regarding the e-learning body of knowledge, D&M research remains to be systematically reviewed comprehensively. E-learning refers to the use of information technology to disseminate knowledge for education and training. With today's e-learning boom necessitated for the most part by COVID-19, its adoption has become increasingly mandatory. Thus, a systematic review should help focus and accelerate future research. This study systematically reviews, compiles, analyzes, and synthesizes the D&M model studies in the e-learning context. This review adopts automatic and manual search methods to collect related studies from 2010 to 2020. After applying inclusion and exclusion criteria, 92 primary studies are identified. The findings show that most of reviewed studies were conducted in the education field. The success category was the most highly investigated area from among the selected studies. Most studies developed a hybrid/extended model. Additionally, this study also identified gaps in the literature and recommends seven potential future areas requiring further investigation, such as conducting studies to examine the net benefits at the organizational level of analysis. To that end, the findings of this systematic review study provide an impactful contribution through offering a holistic review of the current state of D&M model studies in an e-learning context, providing an essential reference for scholars in this field. INDEX TERMSDeLone & McLean information systems success model, e-Learning systems, Learning management systems, Moodle, Systematic literature review.

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Section: ) What Are the Other Theories/models Incorporated With The Dandm Is Success Model In E-learning Studies? (Rq4)mentioning

confidence: 99%

A Systematic Review of the DeLone and McLean Model of Information Systems Success in an E-Learning Context (2010–2020)

et al. 2021

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“…Moodle -Modular Object-Oriented Dynamic Learning Environment -is one of the most popular LMSs. It is used extensively across the world because it is easy to use, users can customize the platform to meet their organizational objectives, and it offers a wide range of services for both educators and students (Pérez-Pérez et al, 2019). Moodle allows for the management of subject contents (documents, graphics, web pages or videos), communication with students (i.e., forums or virtual tutorials), and students' assessment (i.e., grading or monitoring subject assignments) (Susana et al, 2015, p. 605).…”

Section: Introductionmentioning

confidence: 99%

“…The IS literature indicates that the preponderance of research focused on LMSs tends to be placed on the following themes: the importance of LMS in effective instructional delivery (e.g., Ali et al, 2018;El Mawas et al, 2016;Kuhnel et al, 2018;Mubin et al, 2017), LMSs features (e.g., Echeverria et al, 2013;Mpungose, 2020;Oh et al, 2018), adoption and acceptance (e.g., Ali et al, 2018;M. Cheng & Yuen, 2019;Ifinedo et al, 2018;Pérez-Pérez et al, 2019), and implementation success (e.g., Al-Fraihat et al, 2020;Eom & Ashill, 2018;Seta et al, 2018). For instance, Cidral et al (2018) generally classified e-learning studies from 2001 till 2016.…”

Section: Introductionmentioning

confidence: 99%

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Rabaa'i

ALmaati

Zhu

2021

IJIKM

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Aim/Purpose: This study aims at investigating the factors that influence students’ continuous intention to use Moodle, as an exemplar of learning management systems (LMSs), in the post-adoption phase. Background: Higher education institutions (HEIs) have invested heavily in learning management systems (LMSs), such as Moodle and BlackBoard, as these systems enhance students’ learning and improve their interactions with the educational systems. While most studies on LMSs have focused on the pre-adoption or acceptance phases of this technology, the determinant factors that influence students’ continuance intention to use LMSs have received less attention in the information systems (IS) literature. Methodology: The theoretical model for this study was primarily drawn from the expectation-confirmation model (ECM). A total of 387 Kuwaiti students, from a private American University in the State of Kuwait, participated in this study. Partial least squares (PLS) was employed to analyze the data. Contribution: This study contributes to the existing scientific knowledge in different ways. First, this study extends the expectation confirmation model (ECM) by integrating factors that are important to students’ continuous intention to use LMSs, including system interactivity, effort expectancy, attitude, computer anxiety, self-efficacy, subjective norms, and facilitating conditions. Second, this study adds on a Kuwaiti literature context by focusing on the continuous intention to use LMSs, which is, to the best of our knowledge, the first study that extends and empirically assesses the applicability of the ECM in the LMSs context in a developing country – Kuwait. Third, this study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM, and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Finally, this study aims to assist HEIs, faculty members, and systems’ developers in understanding the main factors that influence students’ continuance use intention of LMSs. Findings: While subjective norms were not significant, the results mainly showed that students’ continuous intention to use Moodle is significantly influenced by performance expectancy, effort expectancy, attitude, satisfaction, self-efficacy and facilitating conditions. The study’s results also confirmed that satisfaction and attitude are two conceptually and empirically different constructs, conflicting with the views that these constructs can be taken as interchangeable factors in the ECM. Recommendations for Practitioners: This study offers several useful practical implications. First, given the significant influence of system interactivity on performance expectancy and satisfaction, faculty members should modify their teaching approach by enabling communication and interaction among instructors, students, and peers using the LMS. Second, given the significant influence of performance expectancy, satisfaction, and attitude on continuous intention to use the LMS, HEIs should conduct training programs for students on the effective use of the LMS. This would increase students’ awareness regarding the usefulness of the LMS, enhance their attitude towards the LMS, and improve their satisfaction with the system. Third, given the significant role of effort expectancy in influencing performance expectancy, attitude, and students’ continuous intention to use Moodle, developers and system programmers should design the LMS with easy to use, high quality, and customizable user interface. This, in turn, will not only motivate students’ performance expectancy, but will also influence their attitude and continuous intention to use the system. Recommendation for Researchers: This study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Hence, it is recommended that researchers include these two constructs in their research models when investigating continuous intention to use a technology. Impact on Society: This study could be used in other countries to compare and verify the results. Additionally, the research model of this study could also be used to investigate other LMSs, such as Blackboard. Future Research: This study focused on how different factors affected students’ continuous intention to use Moodle but did not consider all determinants of successful system, such as system quality, information quality, and instructional as well as course content quality. Thus, future research should devote attention to the effects of these quality characteristics of LMS.

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“…For example, in Ethiopia, 65.4 per cent of high school students were found to be satisfied, while 34.6 per cent were dissatisfied with school service, even though the proportion of dissatisfied students was not substantial (Daniel et al, 2017). Due to the perceived low satisfaction level in the study of ICT, the results of studies have revealed that the use of Moodle can enhance students' satisfaction in ICT (Alkhateeb & Abdalla, 2021;Goyal & Purohit, 2011;Pérez-Pérez et al, 2020). The attention of a growing body of research has been drawn towards the assessment of students' satisfaction with web-based learning systems in higher education (Bauk et al, 2014;Himat et al, 2021;Salam & Farooq, 2020).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Socio-Demographic Factors and Students’ Satisfaction with the Study of ICT in Secondary Schools

Owan

Asuquo

2021

PEDAGOGICAL RES

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This research assessed certain socio-demographic variables and how they affect students' satisfaction with the study of ICT in secondary schools. The study adopted a survey research design and was guided by six specific objectives. A total of 4,484 senior secondary school students represented the study's population, while a simple random sampling technique was adopted in selecting a sample of 2,242 respondents. Secondary school Students' Satisfaction with the Study of ICT Questionnaire (SSSSSICTQ)" was used primarily as the tool for data collection. Although there are differences in students' satisfaction levels across various groups, age, gender, parents' income level, students' education level and school location do not significantly influence students' satisfaction with the study of ICT in secondary schools respectively. It was concluded that the socio-demographic factors of students do not influence to a notable extent, students' satisfaction with the study of ICT in secondary schools. Based on this conclusion, the implication imposes additional responsibilities for future studies to attempt to uncover reasons why socio-demographic factors do not affect the satisfaction of students with the study of ICT at the secondary education level.

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An analysis of factors affecting students´ perceptions of learning outcomes with Moodle

Cited by 70 publications

References 66 publications

A Systematic Review of the DeLone and McLean Model of Information Systems Success in an E-Learning Context (2010–2020)

A Systematic Review of the DeLone and McLean Model of Information Systems Success in an E-Learning Context (2010–2020)

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Assessment of Socio-Demographic Factors and Students’ Satisfaction with the Study of ICT in Secondary Schools

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