Examining the Critical Success Factors of E-Learning Using Structural Equation Model: A Case Study on the Mandatory Use

Abstract

Several researchers have studied e-learning success factors. However, there is rare research linking the success factors from the student perceptions to their data stored in the e-learning system, i.e., the student usage behavior and learning achievement. In addition, there is little research in the literature on mandatory use contexts. Thus, this study aimed to systematically examine and investigate the critical success factors (CSFs) of e-learning used for e-learning evaluation, using an e-learning system in mandatory use as a case study. The study is based on the D&M IS success model, the user satisfaction model, and success factors of e-learning systems. A structural equation model was used to analyze the data collected from 221 undergraduate students who used the system. The results indicated that e-learning success factors were information quality, system quality, instructor characteristics, diversity of assessment, system use, user satisfaction, benefits, and learning performance. In addition, system use has a highly positive and significant effect on learning performance, whereas the perceived benefits are determined by system use, instructor characteristics, information quality, and user satisfaction. Besides, instructor characteristics, system quality, and diversity of assessment had positive impact on user satisfaction. The findings provide insights to practitioners, academics, and policymakers to help them focus on factors that can be used to improve and evaluate the e-learning system. Our study contributes to the body of knowledge on e-learning system success and evaluation in mandatory use contexts.

Analysis of factors affecting the effectiveness of face-to-face marketing learning via TikTok, YouTube and video conferencing

“…[ 61 ] explains that when customers confirm that the purchase lives up to expectations, they would feel satisfied and could cement their loyalty by generating more purchases [ 25 , 32 ]. Several studies have confirmed that learner satisfaction with e-learning can be widely used to assess the success of e-learning [ 5 ]. In this sense [ 62 ], highlights the critical role of satisfaction for the intention of continued use and declares that this has been well established in IS models in marketing and reference disciplines through studies such as those of [ 61 ] or [ 63 ].…”

“…On the other hand, e-learning refers to the intervention of technology in the learning process [ 26 ] and although it seems to have become an effective learning medium today [ 4 , 5 ], researchers remain interested in measuring its effectiveness. Something that is not uncommon if we remember that technology is not in itself a panacea for higher education, the changes must be supported by studies on learning outcomes [ 14 , 22 ].…”

“…Education, in particular, has adapted to the new technological scenario, benefiting from the advantages of new information and communication technologies (ICTs) to facilitate communication between teachers and students and the exchange of knowledge [ [1] , [2] , [3] ]. Hence, the concept of e-learning (i.e., electronic-learning) emerges as the integration of technology and education, becoming an effective learning medium nowadays [ 4 , 5 ].…”

“…On the other hand, to measure the success of e-learning, the literature suggests DeLone and McLean's information systems (IS) success model, the technology acceptance model (TAM), user satisfaction models, and e-learning quality models [ 4 , 26 ]. The first two have perhaps been the most widely used in the context of IS [ 5 ], however research has been designed with variables from the different models to achieve a better explanation of learning effectiveness (LE). As can be seen from the research presented so far, satisfaction has been extensively studied in the context of e-learning tools.…”

“…These constructs focus mainly on the tool used and sometimes less on the learning gained. In this regard, the literature also offers research that studies constructs more related to concrete learning achievements, such as learner benefits [ 17 , 26 , 33 ], learning achievement [ 6 ], impact on performance [ 5 , 34 ], LE [ 35 , 36 ], or learner scores [ 5 , 8 , 37 , 38 ]. Given that e-learning aims to enhance learning, this study believes that it is worthwhile to extend research on LE as a result of e-learning tools used in face-to-face settings.…”