Purpose

Reviewing the existing literature in the field of e-learning success reveals a considerable number of studies that primarily investigate the causal relationships proposed by the DeLone and McLean (D&M) information system (IS) success model. However, the various relationships in the D&M model have found different levels of support or even contradictory results within the empirical literature. To synthesize the existing knowledge in the field of e-learning success, the authors have conducted a meta-analysis of e-learning success studies using D&M to combine the quantitative results and validate the model in this field. Furthermore, a moderator analysis involving user types was performed to examine the situation under which they may have different effects.

Design/methodology/approach

For this purpose, through a systematic review of the studies, 44 independent studies were selected from 29 qualified related journals. In order to analyze the quantitative results of the studies, the meta-analysis of the effect sizes of the casual relationships in the D&M model has been used.

Findings

The findings indicated that all relationships of the model were supported. It was also revealed that the extent of effect sizes of the examined relationships depends on the type of user. Except for one relationship (user satisfaction and net benefit), all effect sizes of employees were more than those of students and teachers.

Research limitations/implications

This meta-analysis reviewed the relationships found in the literature on D&M constructs in e-learning contexts. This study better explains the e-learning success factors by consolidating contradictory findings in the past researches and contributes to the existing e-learning success literature. The findings can assist educational institutions and organizations in decision-making because the findings resulting from the meta-analysis are more consistent than previous primary researches.

Originality/value

Despite the widespread use of the D&M model in the field of e-learning success, no study has yet consolidated the quantitative findings of these studies and the current field abounds in some controversies and inconsistent findings. This paper integrates the results of empirical studies that examined the relationships within the D&M model. The main contribution of this paper, which is the first of its kind, is to apply meta-analysis to reconcile the conflicting findings, investigate the strengths of the relationships in the D&M model and provide a consolidated view.

中文翻译：

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在线学习成功中 DeLone 和 McLean 模型的元分析：用户类型的调节作用

目的

回顾电子学习成功领域的现有文献，可以发现大量研究主要调查 DeLone 和 McLean (D&M) 信息系统 (IS) 成功模型提出的因果关系。然而，D&M 模型中的各种关系在实证文献中得到了不同程度的支持甚至相互矛盾的结果。为了综合电子学习成功领域的现有知识，作者使用 D&M 对电子学习成功研究进行了元分析，以结合定量结果并验证该领域的模型。此外，还进行了涉及用户类型的调节分析，以检查他们可能产生不同影响的情况。

设计/方法/方法

为此，通过对研究的系统评价，从 29 个合格的相关期刊中选出了 44 项独立研究。为了分析研究的定量结果，使用了 D&M 模型中偶然关系效应大小的荟萃分析。

发现

结果表明，模型的所有关系都得到支持。还揭示了所检查关系的影响大小的程度取决于用户的类型。除一种关系（用户满意度和净收益）外，员工的所有效应量均大于学生和教师的效应量。

研究限制/影响

这项荟萃分析回顾了文献中关于电子学习环境中 D&M 结构的关系。本研究通过巩固过去研究中相互矛盾的发现，更好地解释了电子学习成功的因素，并为现有的电子学习成功文献做出了贡献。这些发现可以帮助教育机构和组织做出决策，因为荟萃分析的结果比以前的初级研究更一致。

原创性/价值

尽管 D&M 模型在电子学习成功领域得到广泛应用，但尚未有研究整合这些研究的定量结果，并且当前领域存在大量争议和不一致的结果。本文整合了检验 D&M 模型内部关系的实证研究结果。本文的主要贡献是同类论文中的第一篇，其主要贡献是应用荟萃分析来调和相互矛盾的发现，调查 D&M 模型中关系的优势并提供统一的观点。