The role of information technology in e-learning systems success

Eom, Sean B.; Ashill, Nicholas J.; Stapleton, James L.; Emirates, United Arab

doi:10.3233/hsm-2012-0767

Cited by 61 publications

(42 citation statements)

References 65 publications

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“…The relationships between information quality and each of the three constructs -use, satisfaction, and usefulness -have been studied empirically by e-learning researchers. For example, Klobas and McGill (2010) and Eom et al (2012) found a significant relationship between information quality and both use and satisfaction with the LMS. The relationship between information quality and perceived usefulness was found significant in the study of Chen (2010) with e-learning systems in an organizational context, and a similar result found by Lwoga (2014) with web-based LMSs.…”

Section: Information Quality (Inq)mentioning

confidence: 99%

Evaluating E-learning systems success: An empirical study

Al-Fraihat

Joy

Masa’deh

et al. 2020

Computers in Human Behavior

815

599

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Section: Information Quality (Inq)mentioning

confidence: 99%

Evaluating E-learning systems success: An empirical study

Al-Fraihat

Joy

Masa’deh

et al. 2020

Computers in Human Behavior

815

599

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show abstract

“…Usage has been observed to have a strong effect on manager performance, and that is one of the success¨factors that influence individual performance. Eom et al (2012) realised a study about the role of information technology in e-learning system success in a mandatory context, using PLS to analyse the results, and found a significant relationship between Use and Individual Impact. They compared this study with the research of Rai et al (2002) that worked in a voluntary context and analysed the data with LISREL and found significant relationships between both constructs.…”

Section: The System Use Construct (System Dependence)mentioning

confidence: 99%

Analysing the impact of a business intelligence system and new conceptualizations of system use

Gonzales

Wareham

2019

JEFAS

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Purpose In this study, three models were empirically compared, the DeLone and McLean model, the Seddon model and the Modified Seddon model, by measuring the impact of a business intelligence system (BIS) in companies in Peru. After that, the mediators and dependent constructs were analysed to determine if they were behaving properly (a good level of variance explanation and significant relations with others constructs). The study used a sample of 104 users of the BIS, from companies in several important economic sectors, in a quasi-voluntary context and with six constructs: information quality, system quality, service quality, system dependence (system use), user satisfaction and perceived usefulness (individual impact). Design/methodology/approach To interpret the results, the authors used structural equations. The idea was to look for the best fit and explanations for the outcomes. The main difference in these models is that the DeLone and McLean model considers system dependence (system use) as a part of information system success, but in the Seddon model, it is a consequence of it. Findings The Seddon model seems to show the best fit and explanation for the outcomes. After that, a review of the system use construct was realised, because of its limited variance explained and the few significant relations with other constructs, to improve its explanation power in future research. Research limitations/implications It is estimated that the sample includes more than 15 per cent of all the companies that use a BISs in Peru, so the size of the sample is adequate, but it is not entirely random and therefore limits the generalizability of outcomes. Besides that, a sample size that is bigger could be better for the sake of making a more detailed analysis, permitting the use of some items with less power, or the use of another statistical procedure for structural equations such as the Asymptotical Distribution Free, permitting a more detailed analysis (Hair et al., 2006). Originality/value Business intelligence (BI), one of the most important components of information systems (IS), is playing a very relevant role in business in this time of high competition, high amounts of data and new technology. Currently, companies feel pressured to respond quickly to change and complicated conditions in the market, needing to make the correct tactical, operational and strategic decisions (Chugh and Grandhi, 2013). BI is one of the most important drivers of the decade (Gartner, 2013). Big companies of IS are creating special units specialised in BI, helping companies become more efficient and effective in daily operations.

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“…The low utilization of VLE is possibly an early symptom of failure also due to the rejection by its users, primarily the teachers as the level of usage is recognized as the main force that will determine the success of its implementation Furthermore, most researchers agreed that the degree of utilization is a crucial part of information system (IS) success (e.g. Cheok & Wong, 2016); DeLone & McLean, 2003;Eom, Ashill, Arbaugh & Stapleton, 2012;Goldin & Katz, 2018;Raman & Rathakrishnan, 2018;Zhou, 2013). Indeed, the low utilization of Frog VLE is closely associated to the issue of continuous usage; few studies have been provided findings about the continuation of the VLE use in education.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ intention to continue using virtual learning environment (VLE): Malaysian context

Awang

Aji

Aslamiah

et al. 2018

J. Technol. Sci. Educ.

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Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Malaysian teachers is at the moderate level. Despite this, the percentage of the teachers with high intention to use VLE whenever they have access is higher than those with the low intention. Qualitatively, accessibility factor was the main factor experienced by the participants of this study reducing the VLE integration into teaching. Further investigation is necessary to study the factors and suitable planning and policy that contribute to the intention to continue using VLE among Malaysian teachers.

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The role of information technology in e-learning systems success

Cited by 61 publications

References 65 publications

Evaluating E-learning systems success: An empirical study

Evaluating E-learning systems success: An empirical study

Analysing the impact of a business intelligence system and new conceptualizations of system use

Teachers’ intention to continue using virtual learning environment (VLE): Malaysian context

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