E-Learning System Success Adoption in Indonesia Higher Education

Sugandini, Dyah; Garaika,; Istanto, Yuni

doi:10.36941/ajis-2022-0013

Cited by 9 publications

(12 citation statements)

References 18 publications

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“…This result implies that strengthening digital technology competence in students is needed to improve their ability to implement e-learning so that estuaries also increase their satisfaction as learning management system (LMS) users (Yilmaz, 2017;Widyanti, Hasudungan and Park, 2020). Strengthening motivation and increasing e-learning readiness toward obtaining perceived usefulness is also important for universities (Sugandini, Garaika and Istanto, 2022). In implementing e-learning, technological competence is needed to support the accessibility and use of digital technology devices (Reisoğlu, 2021).…”

Section: Discussionmentioning

confidence: 99%

Investigating the moderating effects of perceived usefulness on the student satisfaction: Evidence from Indonesian higher education

Kholifah

Nurtanto

Kuspangaliyeva

et al. 2022

CJES

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This study examines technological competence, e-learning readiness and motivation that affect student user satisfaction. In addition, the involvement of perceived usefulness is a moderator of student user satisfaction. A total of 1217 students of engineering in the province of Yogyakarta, Indonesia, filled out the instrument. Data collection is done online through E-Monev, integrated with AIS with a Likert scale of five, and tested for validity and reliability. Data were analyzed using the path analysis method and bootstrapping with the PLS-SEM application. The results of the study respondents that technological competence, e-learning readiness, and motivation have a significant effect on user-student satisfaction. Furthermore, e-learning readiness moderated by perceived usefulness has a significant effect. This finding confirms that it is important for higher education to ensure that user students master technology competence and motivation in a balanced way. In the future, e-learning and hybrid learning that has taken place must be balanced with mastery of basic skills, namely technological competence and motivation through various pieces of training and direct involvement. Keywords: e-learning perspective, student satisfaction, motivation, e-learning readiness, higher education

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Section: Discussionmentioning

confidence: 99%

Investigating the moderating effects of perceived usefulness on the student satisfaction: Evidence from Indonesian higher education

Kholifah

Nurtanto

Kuspangaliyeva

et al. 2022

CJES

View full text Add to dashboard Cite

show abstract

“…Satisfaction with an online course is a variable that involves a self-perceived range of fulfillment linked to the individual's wish to learn and is an indicator of a positive evaluation of a learning experience (Dal Santo et al, 2022 ). Besides, satisfaction has been regarded as a determinant of the success of e-learning systems (Sugandini and Istanto, 2022 ).…”

Section: Theoretical Development and Hypothesesmentioning

confidence: 99%

“…Many researchers have examined service quality as another important antecedent to consumer satisfaction in the context of e-learning (Almahamid and Rub, 2011 ; Pham et al, 2018 ; Bae and Shin, 2020 ). Institutions have focused their attention on improving e-learning service quality, as successful adoption of e-learning can be caused by service quality (Sugandini and Istanto, 2022 ). Poor service support could lead to lost consumers and even lost sales (Achmadi and Siregar, 2021 ).…”

Section: Theoretical Development and Hypothesesmentioning

confidence: 99%

“…Perceived convenience has become the hottest topic widely discussed in e-learning over the last few years (Truong et al, 2017 ; Bansah and Agyei, 2022 ; Sugandini and Istanto, 2022 ). It can be one of the influential factors contributing to the continuance intention (Chang et al, 2013 ).…”

Section: Theoretical Development and Hypothesesmentioning

confidence: 99%

“…The existing research also finds a relationship between perceived usefulness and satisfaction. Some research stated that increased perceived usefulness could increase satisfaction and success in using e-learning (Sugandini and Istanto, 2022 ). For example, Ibrahim and Hidayat-Ur-Rehman ( 2021 ) stated that the perceived usefulness of virtual classes positively affected undergraduate and postgraduate students' satisfaction in Saudi Arabia, Egypt, and Pakistan during COVID-19.…”

Section: Theoretical Development and Hypothesesmentioning

confidence: 99%

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Chinese Consumers' E-Learning Satisfaction and Continuance Purchase Intention on Paid Online Python Course

et al. 2022

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With the development of internet technology, e-learning has become an essential part of the modern education system. However, the e-learning market faces enormous competition. Consumers' continuance purchase intention has become a vital factor in the success of e-learning courses. Thus, factors that influence consumers' continuance purchase intention should be examined in the e-learning market. However, little research has focused on identifying the continuance purchase intention of an e-learning course. Based on the information system continuity model ISC), this paper develops a research model to investigate the factors influencing satisfaction and continuance purchase intention in e-learning. A cross-sectional, questionnaire-based research design was used in this study. We collected data from consumers who had enrolled in paid online Python courses. In total, 508 paid online Python course users completed the online survey. SmartPLS software was used for data analysis. The results demonstrated that perceived course quality, service quality, convenience, and usefulness significantly affect consumers' satisfaction with the experience course. Moreover, the findings show that satisfaction, self-efficacy, and e-word of mouth (e-WOM) determine the consumers' continuance purchase intention of the reminder course. This study also found that satisfaction mediates the effects of experience courses on consumers' continuance purchase intention of the online Python course. The implications for theory and practice and future research directions are discussed.

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