Abstract

The Covid-19 pandemic makes the government adjust the learning system from face-to-face to e-learning amid restrictions on mass social contact. We develop the Updated Delone and McLean information systems success (D&M ISS) model by incorporating external factors. The newly added constructs include student capability, teacher capability, and social influence. We employed partial least squares structural equation modeling (PLS-SEM) on 427 respondents gathered from online survey questionnaires completed by undergraduate and postgraduate students during the pandemic. The study identifies that user satisfaction depends on improving the system’s quality, quality of information, teacher’s capability, students’ capability, and social impact. The study also finds a reciprocal relation between students’ satisfaction and net academic benefit. The e-learning system should be enhanced by improving the system’s quality and students’ satisfaction, quality of information, quality of service, and student and teacher capability that do not influence the use of e-learning. This paper provides valuable theoretical and practical implications for regulators and researchers to evaluate e-learning success.

摘要

Covid-19 大流行使政府在大规模社会接触受到限制的情况下将学习系统从面对面调整为电子学习。我们通过整合外部因素开发了更新的 Delone 和 McLean 信息系统成功 (D&M ISS) 模型。新增的结构包括学生能力、教师能力和社会影响力。我们对大流行期间本科生和研究生完成的在线调查问卷收集的 427 名受访者采用了偏最小二乘结构方程模型 (PLS-SEM)。研究表明，用户满意度取决于提高系统质量、信息质量、教师能力、学生能力和社会影响。该研究还发现学生的满意度和净学业收益之间存在相互关系。应通过提高系统的质量和学生的满意度、信息质量、服务质量以及学生和教师的能力来增强电子学习系统，这些都不影响电子学习的使用。本文为监管机构和研究人员评估电子学习成功提供了宝贵的理论和实践意义。