Examining the Critical Success Factors of E-Learning Using Structural Equation Model: A Case Study on the Mandatory Use

Abstract

Several researchers have conducted e-learning success; rare link the success factors from the students' perceptions to students' data stored in the e-learning system, i.e., usage behavior and achievement scores. Including there are a few works of literature on mandatory use contexts. This study aims to systematically examine and investigate the critical success factors (CSFs) of e-learning used for e-learning evaluation, using an e-learning system in mandatory use as a case study. The study is based on the D&M information system success model, user satisfaction model, and success factors of e-learning systems. A structural equation model was used to analyze the data collected from 221 undergraduate students who used the system. The results indicated that e-learning success factors are information quality, system quality, instructor characteristics, diversity of assessment, system use, user satisfaction, benefits, and learning performance. In addition, system use has a highly positive and significant effect on learning performance, whereas perceived benefits are achieved by system use, instructor characteristic, information quality, and user satisfaction. Besides, instructor characteristics, system quality, and diversity of assessment are positively impacted user satisfaction. The findings provide insights to practitioners, academia, and policymakers on focusing factors on improving and evaluating the e-learning system. Theoretically, the study contributes to the body of knowledge on an e-learning system's success and evaluation in mandatory use context.