Higher education institutions are in a consistent pursuit of technological adoption through digital transformation techniques since the beginning of the technology revolution. The transformation from traditional to eLearning education system faces the challenges of Information and Communication Technologies (ICT) and operational risks. The operational risks in ICT mainly prevent the efficient utilization of eLearning systems. In the higher education system, faculty experience in eLearning, resistance to change, and quality of the Learning Management System (LMS) are the core sources of operational risks. This study endeavors to measure the impact of operational risks in eLearning implementation in higher education institutions. We employed a quantitative research design through a self-administered survey questionnaire and used the Partial Least Square approach of Structural Equation Modeling (PLS-SEM) to analyze the data. The findings indicated that eLearning implementation is positively influenced by faculty experience in eLearning and LMS quality. However, faculty resistance is not only negatively related to eLearning implementation, but it inversely influences the LMS quality as well. The study has important practical and theoretical implications discussed in the end.

自技术革命开始以来，高等教育机构就一直通过数字转换技术不断追求技术采用。从传统的学习系统向电子学习系统的转变面临着信息和通信技术（ICT）的挑战以及运营风险。ICT的运营风险主要阻碍了电子学习系统的有效利用。在高等教育系统中，教师在电子学习，抵御变化和学习管理系统（LMS）的质量方面的经验是操作风险的核心来源。这项研究致力于衡量操作风险对高等教育机构实施电子学习的影响。我们通过自我管理的调查问卷采用了定量研究设计，并使用了结构方程模型的偏最小二乘方法（PLS-SEM）来分析数据。调查结果表明，电子教学的实施受到教师在电子教学和LMS质量方面的经验的积极影响。但是，教师的抵制不仅与电子学习的实施负相关，而且对LMS的质量也有反作用。最后，该研究具有重要的实践和理论意义。但是它也会反过来影响LMS的质量。最后，该研究具有重要的实践和理论意义。但是它也会反过来影响LMS的质量。最后，该研究具有重要的实践和理论意义。