Exploring the Determinants of Service Quality of Cloud E-Learning System for Active System Usage

Abstract

E-Learning through a cloud-based learning management system, with its various added advantageous features, is a widely used pedagogy at educational institutions in general and more particularly during and post Covid-19 period. Successful adoption and implementation of cloud E-Learning seems difficult without significant service quality. Aims: This study aims to identify the determinant of cloud E-Learning service quality. Methodology: A theoretical model was proposed to gauge the cloud E-Learning service quality by extensive literature search. The most important factors for cloud E-Learning service quality were screened. Instruments for each factor were defined properly, and its content validity was checked with the help of Group Decision Makers (GDMs). Empirical testing was used to validate the proposed theoretical model, the self-structured closed-ended questionnaire was used to conduct an online survey. Findings: Internal consistency of the proposed model was checked with reliability and composite reliability and found appropriate α ≥ 0.70 and CR ≥ 0.70. Indicator Reliability was matched with the help of Outer Loading and found deemed fit OL ≥ 0.70. To establish Convergent Validity Average Variance Extracted, Factor Loading and Composite Reliability were used and found deemed suitable with AVE ≥ 0.50. The HTMT and Fornell–Lacker tests were applied to assess discriminant validity and found appropriate (HTMT ≤ 0.85). Finally, the Variance Inflation Factor was used to detect multicollinearity if any and found internal and external VIF < 3. Conclusions: Theoretical model for cloud E-Learning service quality was proposed. Information Quality, Reliability, Perceived ease of use and Social Influence were considered as explanatory variables whereas actual system usage was the dependent variable. Empirical testing on all parameters stated that the proposed model was deemed fit in evaluating cloud E-Learning service quality.

Interpreting Usability Factors Predicting Sustainable Adoption of Cloud-Based E-Learning Environment during COVID-19 Pandemic

“…Measurement model assessment findings point out peer reference, perceived usefulness, perceived ease of use, and perceived ubiquity are dimensions of ATR of students, which mediates the association between these subconstructs and adoption intention of a cloud-based e-learning system. These findings go along with the previous findings where usefulness and ease of use have been determined to have a significant assessment by respondents [35][36][37]. Investigators have also perceived significant peer reference evaluation in China [14] by respondents toward e-learning adoption.…”

“…E-learning adopted students may be recognized by their friends and other students as being more modern and up-to-date with technology, more intelligent, or more successful. Perceived ubiquity characterizes a conclusive form of spatial, time-based, and circumstantial capability to access cloud-based e-learning technology irrespective of place and time [35].…”

To determine the critical factors for the adoption of cloud computing in the educational sector in developing countries – a fuzzy DEMATEL approach

“…Exploratory factor analysis using structural equation modeling (SEM) was done for the developed TOE (technology-organization-environment) framework. To investigate CC-based learning in Saudi Arabia, Naveed et al (2021) used the SEM approach with influencing factors as social influence, reliability, ease of use and information quality. Tuan argued that the integrated multi-criteria decision-making (MCDM) approach has better accuracy in the evaluation of teachers' research productivity.…”

E-Öğrenme Hi̇zmet Kali̇tesi̇ Ölçeği̇ni̇n Türkçeye Uyarlanmasi: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

“…For example, Haryaka, Agus, and Kridalaksana (2017) examined the dimensions such as service quality and information quality, while Nikolic (2018) studied social support and influence. While Lee et al (2005) took into account the dimensions of perceived ease of use; Uppal et al (2018) studied reliability, assurance, empathy, responsiveness, learning content, and course website; Naveed et al (2021) also discussed the dimensions of reliability, information quality, social influence, perceived ease of use, and actual system usage.…”