An Analysis to Understand the Online Learners’ Success in Public Higher Education in Morocco

Abstract

Aim/Purpose: This study focuses on the learners’ success toward learning management systems in higher education in Morocco and also proposes a theoretical model to better understand the determinants of learners’ satisfaction, self-regulation and continuance intention to use these systems. For this purpose, variables which may have a positive or negative influence in our model are examined. Background: The latest version of the technology acceptance model, expectation–confirmation model, DeLone and McLean Information systems success model and self-regulated learning theory, have been used. This study proposes a causal model named e-learner success assessment model or e-LSAM. Methodology: In this study, a structural equation model (SEM) approach was used for the empirical validation and testing of correlation hypotheses between e-LSAM constructions. Contribution: This research extends previous literature on the factors that can contribute to learners’ use, engagement, satisfaction and success in an e-learning system, we also propose a causal model named e-learner success assessment model (e-LSAM). Findings: The results indicate that, learner’s success in an e-learning system could be explained by self-regulation and learners’ intention to continue using LMS, which is explained by learners’ satisfaction. The results also show that the system quality, course and information quality, course flexibility, diversity in assessments and social interactions can improve learners’ satisfaction with LMS platforms Impact on Society: This study will enable the university and higher school in Morocco to better understand the critical factors to be undertaken to improve student performance and educational levels. Future Research: This document is a general overview of factors that help to understand learner’s success in an eLearning system; it is not without limitations. Our research did not take into account the effects of demographic attributes such as gender, age, level of education and others. More specifically, Morocco, like any other country, has its own traditions and culture, future research should explore how these aspects influence the success of learners in an e-learning system.

Effectiveness of Augmented Reality in Online Distance Learning at the Time of the COVID-19 Pandemic

“…This, in turn, reflected on the acquisition and development of students' instructional software design skills. This result is consistent with studies of Wei et al [45]; Hughes et al [25]; and Patrick and Powell [37] that have demonstrated the effectiveness of AR on the acquisition and development of skills. On the other hand, we find the control group, which was studied according to the virtual classrooms without using AR, and whose students were allowed to view the recorded lectures an unlimited number of times, did not excel as did the experimental group in the acquisition and development of instructional software design skills, which may be due to two factors.…”

“…On the other hand, the nature of the content and the appropriateness of its procedures for learning through ODL is also important. In this regard, studies of Hughes et al [25]; Patrick and Powell [37] have shown that the effectiveness of both virtual classrooms and virtual schools through e-learning in general increased student academic achievement and skills. This is consistent with a study by Barbour and Mulcahy [7], who investigated the role of virtual classrooms in ODL in increasing the academic achievement and skills of high school students who live in remote places compared to their colleagues who study in traditional classrooms.…”

Improving Academic Performance Through Blended Learning: The Case of Afghan Higher Education

“…The fields mentioned above have been shaped by the intersection of ICTs, teaching, and learning. At service and technology levels, such interest has increased the utilization of a variety of platforms that provide online courses, administer elearning activities, report learners' and lecturers' learning and teaching performances, and inform education-related decisions [15][16][17]. According to the latest reports, the majority of industries (up to 98%) around the world will implement e-learning with the purpose of having a digital learning strategy by the end of 2020 [18][19].…”

Development of a Measurement Tool to Evaluate the Learning Experience in an E-Learning System

“…In our previous research (Safsouf, Mansouri and Poirier, 2018, 2019, 2020, we identified and classified several factors, which allowed us to explain satisfaction, self-regulation, intention to continue using and success in an LMS. These factors were derived from several models: the TAM3 model (Venkatesh and Bala, 2008), the Expectation Confirmation Model (ECM) (Bhattacherjee, 2001), the DeLone and McLean Information Success Systems Model (D&M ISS) (Delone and Mclean, 2003) and the Self-Regulated Learning Theory (SRL) (Zimmerman, 2013), (Panadero, 2017).…”