Nour Awni Albelbisi
Nour Awni Albelbisi is holding a Ph.D. in Instructional Technology from the University of Malaya, Malaysia. She also holds a Master degree in Instructional Technology from the University of Malaya. Her current research interests are online homework, Massive Open Online Courses (MOOCs), and online learning.
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The evident importance of e-learning in higher education has resulted in a prenominal increase
in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak.
Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful
implementation. By relying on the related literature review, an extensive model is developed by
integrating the information system success model (ISSM) and the technology acceptance model
(TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed
model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in
Jordan. The findings demonstrate that quality factors, including instructor, technical system, support
service, educational systems, and course content quality, have a direct positive influence on students’
satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively
affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived
usefulness, and system use are key predictors of their academic performance. These findings provide
e-learning stakeholders with important implications that guarantee the effective, successful use of
e-learning that positively affects students’ learning.
The evident importance of e-learning in higher education has resulted in a prenominal increase
in the number of e-learning systems delivering various forms of services, especially when traditional education (face-to-face) was suddenly forced to move online due to the COVID-19 outbreak.
Accordingly, assessing e-learning systems is pivotal in the interest of effective use and successful
implementation. By relying on the related literature review, an extensive model is developed by
integrating the information system success model (ISSM) and the technology acceptance model
(TAM) to illustrate key factors that influence the success of e-learning systems. Based on the proposed
model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 537 students from three private universities in
Jordan. The findings demonstrate that quality factors, including instructor, technical system, support
service, educational systems, and course content quality, have a direct positive influence on students’
satisfaction, perceived usefulness, and system use. Moreover, self-regulated learning negatively
affects students’ satisfaction, perceived usefulness, and system use. Students’ satisfaction, perceived
usefulness, and system use are key predictors of their academic performance. These findings provide
e-learning stakeholders with important implications that guarantee the effective, successful use of
e-learning that positively affects students’ learning.