Welcome to the InfoSci Platform
Assessing eLearning Systems Success: An Educators’ Perspective

Assessing eLearning Systems Success: An Educators’ Perspective

Mohamed E. Edrees
Copyright: © 2013 |Volume: 4 |Issue: 1 |Pages: 12
ISSN: 1947-9301|EISSN: 1947-931X|EISBN13: 9781466631052|DOI: 10.4018/jtd.2013010104
Cite Article Cite Article

MLA

Edrees, Mohamed E. "Assessing eLearning Systems Success: An Educators’ Perspective." IJTD vol.4, no.1 2013: pp.56-67. http://doi.org/10.4018/jtd.2013010104

APA

Edrees, M. E. (2013). Assessing eLearning Systems Success: An Educators’ Perspective. International Journal of Technology Diffusion (IJTD), 4(1), 56-67. http://doi.org/10.4018/jtd.2013010104

Chicago

Edrees, Mohamed E. "Assessing eLearning Systems Success: An Educators’ Perspective," International Journal of Technology Diffusion (IJTD) 4, no.1: 56-67. http://doi.org/10.4018/jtd.2013010104

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

The traditional context of learning is experiencing a radical change. Along with the advancement of information technology, the electronic learning (eLearning) has played an important role in teaching and learning, which has become more and more popular not only in different levels of schools but also in various commercial or industrial companies. Measuring and evaluating eLearning systems have become a priority for both schools and commercial or industrial companies to justify investments, assess impacts, and better meet learner and teacher expectations. In context of eLearning, few studies have been conducted to assess the success of eLearning systems. This study provides the first empirical test for an adaption of Delone and McLean’s information systems success model considering both parts of the model, dimensions and relationships, to assess eLearning systems success from educators’ perspective. Data collected by questionnaire from 74 higher education educators that using eLearning systems in Bahrain was analyzed. Except for the link system quality to user satisfaction, the hypothesized relationships between the six success variables are significantly or marginally supported by the data. The findings show several important implications for eLearning research and practice.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.