An eclectic model for assessing e-learning readiness in the Iranian universities

Information technologies have caused the accumulation and interaction of knowledge to be increasingly reshaped with significant ramifications affecting the processes of acquisition, communication and dissemination of knowledge in almost all societies. In the meantime, assessing the capabilities of the educational system for the successful introduction and implementation of e-learning programs – namely, e-learning readiness – is of paramount importance for the goals of the national higher education to be achieved.     

A model of digital identity for better information security in e-learning systems

The Journal of Supercomputing - The trend of rapid development of information technologies is creating new challenges in information security such as security management of identities in e-learning...     

A descriptive model of success for computer-based information systems

This article presents a model of the success of computer-based information systems. We hypothesize that the following variables influence the success of the system: involvement of managers in computerization projects: higher-level managerial support; the technical quality of the system; personal factors; the attitude of managers towards EDP personnel and the attitude of managers towards the computerized system. The research finds that the manager's attitudes to computerization are related to all but the last two.Certain classes of variables are difficult to relate to the success of the system (for example, personal factors). If the evidence for the model is considered strong enough to warrant action, the organization should concentrate on several key variables: high quality of the system; good management support, and good training and management involvement.The results of our research should provide better understanding of the variables associated with the success of a computer-based system.     

Assessing e-learning 2.0 system success

Traditional e-learning systems support “one-way” communication. Teachers provide knowledge for learners, but they are unable to use a student’s learning experiences to benefit the class as a whole. To address these problems, this study explores e-learning success factors via the design and evaluation of an e-learning 2.0 system. This study develops a theoretical model to assess user satisfaction and loyalty intentions to an e-learning system using communication quality, information quality, system quality, and service quality. The empirical results show that communication quality, information quality, and service quality significantly and positively affect user satisfaction and loyalty intentions to use the e-learning system for sharing experience, communicating with others, and getting feedback.     

Measuring e-learning systems success in an organizational context: Scale development and validation

Electronic learning (e-learning) has been widely adopted as a promising solution by many companies to offer learning-on-demand opportunities to individual employees in order to reduce training time and cost. While information systems (IS) success models have received much attention among researchers, little research has been conducted to assess the success and/or effectiveness of e-learning systems in an organizational context. Whether traditional IS success models can be extended to investigate e-learning systems success has been scarcely addressed. Based on previous IS success literature, this study developed and validated a multi-dimensional model for assessing e-learning systems success (ELSS) from the perspective of the employee (e-learner). The procedures used in conceptualizing an ELSS construct, generating items, collecting data, and validating a multiple-item scale for measuring ELSS are described. This paper presents evidence of the scale’s factor structure, reliability, content validity, criterion-related validity, convergent validity, and discriminant validity on the basis of analyzing data from a sample of 206 respondents. Theoretical and managerial implications of our results are discussed. This empirically validated instrument will be useful to researchers in developing and testing e-learning systems theories, as well as to organizations in implementing successful e-learning systems.     

Developing a model to assess the success of e-learning systems: evidence from a manufacturing company in transitional economy

This paper examines the success of an e-learning system in a company from the perspective of employees by using a multimethod approach. For this purpose Moodle learning management system was used. The success of e-learning as an information system was evaluated using four constructs of the updated DeLone and McLean IS success model—system quality, use, user satisfaction and net benefits, and adding one more construct—user performance. In this research a combination of observation and survey as two different research methods was used, which allowed the new measure to be incorporated into the model. Empirical assessment was carried out by exploratory factor analysis, confirmatory factor analysis and structural equation modeling. The research model was found to be valid and reliable. The results provide an expanded understanding of the constructs that measure the success of an e-learning system, helping to more deeply understand the key success dimensions and their interrelationships. The implications of our work were discussed. The DeLone and McLean IS success model applied equally well. However, the use of observation as a method of data collection revealed the weaknesses of the original model.     

Correction to: A model of digital identity for better information security in e-learning systems

The Journal of Supercomputing -     

A contingency model for estimating success of strategic information systems planning

Strategic information system planning (SISP) has been identified as a critical management issue. It is considered by many as the best mechanism for assuring that IT activities are congruent with those of the rest of the organization and its evolving needs.     

Critical success factors for e-learning acceptance: Confirmatory factor models

E-learning, one of the tools emerged from information technology, has been integrated in many university programs. There are several factors that need to be considered while developing or implementing university curriculums that offer e-learning based courses. This paper is intended to specify e-learning critical success factors (CSFs) as perceived by university students. The published e-learning critical success factors were surveyed and grouped into 4 categories namely, instructor, student, information technology, and university support. Each category included several measures. The categorization was tested by surveying 538 university students. The results revealed 8 categories of e-learning CSFs, each included several critical e-learning acceptance and success measures. The level of criticality of each measure was represented by its validity coefficient. Confirmatory factor modeling approach was used to assess the criticality of the measures included in each CSF category.     

IT infrastructure services as a requirement for e-learning system success

Evaluation of e-learning systems success is an essential process in managing and developing these types of systems. There are still arguments about the factors can be used to evaluate the success of e-learning systems. Inadequate attention has been paid to investigate the role of IT infrastructure services as a foundation to create the success of e-learning systems. The focus of this study is the role of IT infrastructure services in terms of the success of e-learning systems. A model is proposed which includes five constructs: IT infrastructure services; perceived usefulness; user satisfaction; customer value; and organizational value. A quantitative study was conducted at an Australian University, with survey responses from 110 Academic staff members and 720 students who use the e-learning system. The empirical study confirmed that an IT infrastructure services is a valid and reliable construct to measure e-learning systems success. In addition, this study provides evidence of the critical role of IT infrastructure services in the success of e-learning systems via its significant effect on perceived usefulness, user satisfaction, customer value, and organizational value.     

A study on the critical success factors for corporations embarking on knowledge community-based e-learning

Corporations have felt the pressure for fast-paced innovations and knowledge transfer as major driving forces in raising their sustainable competitive advantage and organizational total productivity. Thus, the development of the knowledge community through e-learning is an important strategy in implementing knowledge management policy. This paper illustrates an empirical study with which to conduct qualitative research of learning organization. From the case company’s real progress and practical experience, some core principles were extracted from four managerial aspects, such as: strategy, technology, process, and personnel. These aspects were analyzed in order to understand the value chain framework and the major concerns of knowledge community development. Further, the main benefits are addressed and certain critical factors are proposed and shown in this paper to ensure the success of corporations embarking on knowledge community-based e-learning.     

Developing inclusive e-learning systems

The requirement for e-inclusion relates to the employment of appropriate development strategies for software applications and services so as to accomplish accessibility and increased interaction quality at deployment time. Inclusive e-learning is the outcome from the application of e-inclusion design and implementation methods in the context of e-learning systems. This paper reports consolidated development experience from the construction of the following e-learning systems: (a) training applications for hand-motor impaired users and for people with cognitive disabilities; (b) learner-adapted courseware and (c) a universally accessible educational computer game. In this context, the primary emphasis is placed on the reporting of the design and implementation aspects to accommodate the inclusive system characteristics, rather than on the typical e-learning software engineering approaches.     

An instrument for measuring the success of the requirements engineering process in information systems development

There exists a strong motivation for evaluating, understanding, and improving requirements engineering practices given that a successful requirements engineering process is necessary for a successful software system. Measuring requirements engineering success is central to evaluation, understanding, and improving these practices. In this paper, a research study whose objective was to develop an instrument to measure the success of the requirements engineering process is described. The domain of this study is developing customer-specific business information systems. The main result is a subjective instrument for measuring requirements engineering success. The instrument consists of 32 indicators that cover the two most important dimensions of requirements engineering success. These two dimensions were identified during the study to be: quality of requirements engineering products and quality of requirements engineering service. Evidence is presented demonstrating that the instrument has desirable psychometric properties, such as high reliability and good validity.This paper is a longer and more detailed version of the study reported in El Emam and Madhavji (1995).This work was supported in part by the IT Macroscope Project and NSERC Canada.     

Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty

This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners’ behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed.     

A tool for measuring inheritance coupling in object-oriented systems

Analyzing object-oriented systems in order to evaluate their quality gains its importance as the paradigm continues to increase in popularity. Consequently, several object-oriented metrics have been proposed to evaluate different aspects of these systems such as class coupling. In object-oriented design, three types of coupling may exist between classes: inheritance coupling, interaction coupling, and component coupling. This paper presents a tool for measuring inheritance coupling in object-oriented systems.     

A critical success factors model for ERP implementation

An effective IT infrastructure can support a business vision and strategy; a poor, decentralized one can break a company. More and more companies are turning to off-the-shelf ERP (enterprise resource planning) solutions for IT planning and legacy systems management. The authors have developed a framework to help managers successfully plan and implement an ERP project     

Structural equation model (SEM)-neural network (NN) model for predicting quality determinants of e-learning management systems

The success of e-learning management systems (e-LMSs) such as MOODLE depends on the usage of students as well as instructor acceptance in a virtual learning environment. E-Learning enables instructors to access educational resources to support traditional classroom teaching. This paper attempts to develop a model to understand and predict the effect of individual characteristics (technology experience [TE] and personal innovativeness [PI]) and e-LMS quality determinants (system quality [SYS-Q], information quality, and service quality) on the continuous use of e-LMS by instructors, which is critical to its success. A total of 219 instructors using MOODLE responded to the survey. The structural equation model (SEM) was employed to test the proposed research model. The SEM results showed that SYS-Q, PI, service quality, and TE have a statistically significant influence on continuous usage of e-LMS by instructors. Furthermore, all determinants of the research model were given as input to an NN model to overcome the simplistic nature of the SEM model. The NN model results showed that service quality is the most important predictor of e-learning acceptance followed by SYS-Q, PI, information quality, and TE. This paper attempts to develop a causal and predictive statistical model for predicting instructor e-LMS acceptance.     

Experience with usability evaluation of e-learning systems

Progress in the field of e-learning has been slow, with related problems mainly associated with the poor design of e-learning systems. Moreover, because of a depreciated importance of usability, usability studies are not very frequent. This paper reports the experience with the usability assessment of intelligent learning and teaching systems which are based on TEx-Sys model and are intended to enhance the process of knowledge acquisition in daily classroom settings. The applied scenario-based usability evaluation, as a combination of behaviour and opinion based measurements, enabled to quantify usability in terms of users’ (teachers’ and students’) performance and satisfaction. According to the achieved results, the main directions for interface redesign are offered. The acquired experience indicates that useful usability assessments with a significant identification of interface limitations can be performed quite easily and quickly. On the other hand, it raised a series of questions which, in order to be clarified, require further comprehensive research, the more so if the employment of universal design within e-learning context is considered.     

A moderate constructivist e-learning instructional model evaluated on computer specialists

This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning theories and is based on the concept of learning objective. The purpose of the evaluation study is to find out whether the results of using this distance learning instructional model to teach this subject are comparable to learning in a traditional face-to-face classroom, with the plus of eliminating travel and maintenance expenses of the public servants attending the course and also saving time. The learners, selected at random to participate in this study, were divided into three groups depending on the type of teaching/learning they received: traditional classroom, distance learning with virtualized course contents and distance learning based on the proposed instructional model. The results indicate that the grades and satisfaction levels were similar for learners taught using the proposed instructional model and learners taught in the traditional classroom. Moreover, they were substantially better than for distance learning with virtualized contents, although the mean course learning time is greater.