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The purpose of this study is to investigate the influences of system and instructor factors on e‐learning effectiveness under the interactions of computer self‐efficacy. In this study, the factors of the e‐learning system are functionality, interaction, and response. The factors of the e‐learning instructor are attitude, technical skills, and instructional method. The moderating effects of learners' computer self‐efficacy are examined.

The study surveyed general employees in the financial services industry in Taiwan. A questionnaire was developed to measure participants' perceptions. Four hundred questionnaires were sent out, and 362 were returned. Of these, 314 were valid, leading to a return rate of 78.5 percent.

The results of data analysis indicate that both system and instructor factors have significant positive influences on e‐learning effectiveness. Learners' computer self‐efficacy has a moderating effect on the relationship between system functionality and training effectiveness. The higher the computer self‐efficacy, the stronger is the relationship between functionality and effectiveness, and vice versa. However, computer self‐efficacy does not have a significant moderating effect on the relationship between other independent variables and training effectiveness.

Since both system and instructor factors have positive influences on e‐learning effectiveness, HRD managers need to pay more attention to issues in both areas. High computer self‐efficacy can result in better training effectiveness; therefore, it is necessary to pay attention to enhancing employee computer skills and their confidence in using e‐learning.

The purpose of this paper is to propose a hybrid model based on the expectation-confirmation model (ECM), flow theory, and updated DeLone and McLean information system (IS) success model to examine whether quality factors as the antecedents to nurse beliefs affected nurses’ intention to continue using the blended electronic learning (e-learning) system.

Sample data for this study were collected from nurses at five hospitals in Taiwan. A total of 500 questionnaires were distributed, 396 (79.2 percent) questionnaires were returned. Consequently, 378 usable questionnaires were analyzed in this study, with a usable response rate of 75.6 percent. Collected data were analyzed using structural equation modeling.

Information quality, system quality, support service quality, and instructor quality contribute significantly to perceived usefulness (PU), confirmation, and flow, which together explain nurses’ satisfaction with the usage of the blended e-learning system, and this in turn leads to their continued system usage intention.

First, the application of the ECM with the view of updated DeLone and McLean IS success model reveals deep insights into quality evaluation (including information quality, system quality, and support service quality) in the field of nurses’ e-learning continuance intention. Especially, this study additionally contributes to the identification of instructor quality that may lead to nurses’ continued blended e-learning usage intention. Next, the empirical evidence on capturing both extrinsic motivator (i.e. PU) and intrinsic motivator (i.e. flow) for completely explaining quality antecedents of nurses’ blended e-learning continuance intention is well documented.

The main purpose of this study is to examine whether quality factors as the antecedents to learner beliefs can affect learners' intention to use an e‐learning system.

This study gathered sample data from eight high‐tech companies in Taiwan. A total of 680 questionnaires were randomly distributed, 522 questionnaires were returned for a response rate of 76.76 percent, and 483 usable questionnaires were analyzed, with a usable response rate of 71.03 percent. Data were analyzed by using structural equation modeling.

Information quality, service quality, system quality, and instructor quality, as the antecedents of e‐learning acceptance can provide detailed accounts of the key forces underpinning employees' perception with regard to their beliefs (i.e. perceived usefulness, perceived ease of use, and perceived enjoyment), and this situation can further enhance employees' usage intention of the e‐learning system.

Based on the extended technology acceptance model and the updated DeLone and McLean information systems success model, this study integrates related e‐learning quality factors including information quality, service quality, and system quality into the research model and further contributes additionally to the identification of instructor quality that may lead to e‐learning acceptance. Also, it should be noted that the empirical evidence on capturing both extrinsic and intrinsic motivators for completely explaining quality antecedents of e‐learning acceptance is well documented in this study. Hence, this study contributes significantly to the body of research on evaluating the quality antecedents of e‐learning acceptance.

This case study identifies factors influencing the implementation of e‐learning within the Australian Army training context.

A grounded theory approach was used to gain an understanding of the concerns of stakeholders involved in e‐learning implementation. This research included interviews with Army managers, course developers, instructional designers and instructors.

The main factors that were important for respondents involved in e‐learning management, design, development and delivery could be identified. This case study demonstrates the importance of maintaining focus on organisational priorities and learning goals while meeting the demands of change pressures.

This is an initial study to gain an overview of the main issues. More research will be required to understand the Army's e‐learning context and to confirm these findings. Further research will include other stakeholders, including trainees' perspectives and extend to other Army sites.

For effective implementation there needs to be a process of continual adaptation and alignment of e‐learning to reflect changing demands while meeting the priorities of the organisational culture and learners' needs.

This paper analyses the first independent external research into e‐learning in the Australian Army. Although this is a specialised context for e‐learning, the issues raised in this case study will inform research into other workplace e‐learning projects.

This paper aims to focus on how the e‐library interoperates with the e‐learning process within the academic computing environment (ACE) at the United Arab Emirates University (UAEU).

This paper is inspired by the existing findings of a questionnaire survey conducted by the Laptop Project at the UAEU (2002‐2003) and sequel research (2004‐2005) on the acceptance and adoption of the Blackboard, a web‐based instructional platform, by the students. Personal interviews were conducted with the instructors who were involved in the e‐learning initiative to find out the appropriate e‐information services that should be provided to support their respective Blackboard‐aided courses.

The paper finds that the instructors have viewed e‐learning as a sound instructional tool and an evolving genre capable of providing more than just textual information. According to their viewpoints, the e‐library could support e‐learning courses with a bundle of networked e‐information services such as development of course‐related electronic collections, virtual reference help, current awareness and SDI, online document delivery, etc. E‐literacy was found to play an essential role in fostering adoption and acceptance of e‐learning, whereas the language barrier has constrained e‐learning initiative in the colleges where Arabic is the teaching language, i.e. Blackboard does not support creation of Arabic contents and interface so far.

The capabilities of the e‐library in providing networked e‐information services have made the integration with the e‐learning process a highly urgent requirement.

A model representing the integration of the e‐library functions with the e‐learning process is presented in the paper. The proposed model could be applicable in learning settings within an academic computing environment.

The use of learning management systems (LMSs) such as Google Classroom has increased significantly in higher education institutes during the COVID-19 pandemic. However, only a few studies have investigated instructors’ continued intention to reuse LMS. The purpose of this study is to investigate the factors that influence instructors’ intention to reuse an LMS in higher education institutes.

This study adopted a mixed-method research design. In the quantitative section, an integrated model of technology acceptance model and information system success model is proposed to explore the effects of system quality, service quality, information quality, perceived ease of use and perceived usefulness on instructors’ satisfaction and how their satisfaction will influence their intention to reuse Google Classroom in the future. In the qualitative section, to gain more understanding, instructors were asked to identify the challenges that inhibit the adoption of e-Learning technologies in public universities in Iraq and what are their recommendations to rectify them.

The findings revealed that service quality had no positive influences on the satisfaction of instructors, while other factors had varying levels of influence, the findings further showed that inadequate internet service and students lack of interest are the biggest challenges instructors faced during their experience with Google Classroom.

To improve the generalizability of the results, future studies are recommended to include larger samples, in addition, further studies are also advised to take individual traits such as age and gender into consideration.

The outcomes of this study are expected to benefit researchers, policymakers and LMS developers who are interested in factors that affect instructors’ intention to reuse LMS in higher education institutes in developing countries.

This study aims to investigate the elements of effective instructional design in an e‐learning environment in selected Malaysian higher learning institutions. In addition, the study also seeks to investigate the e‐learning use behaviour among these e‐learners.

The study used the interview method of data collection to examine the e‐learning systems used at the selected institutions and a questionnaire‐based survey to gather responses from students on their perception of the effectiveness of instructional design elements and their e‐learning use behaviour.

Findings of the study indicate positive perceptions of e‐learning among students in the selected universities. Student involvement and course content are among the most satisfactory factors for instructional design principles as perceived by the students.

Limitations of the study relate to the generalisability of the findings to other user groups. The findings of the study provide insights on the relevance of instructional design elements to an effective e‐learning environment.

The findings should assist instructors and e‐learning implementers in designing course materials that would be more effective for e‐learning at the tertiary level of education.

The research provides some evidence from an e‐learners' perspective on the effectiveness of instructional design for an e‐learning environment in the Malaysian context.

Today, the high cost of e-learning systems’ implementation and the difficulty of managing the infrastructures motivate educational institutions toward application of cloud-based e-learning systems. This new system should be aligned with the academics’ aims and pedagogical principles to be beneficial for learners and instructors. Therefore, the vendor selection of learning systems is one of the most important processes to migrate toward cloud-based e-learning. The purpose of this paper is to develop a new framework to facilitate the vendor selection of cloud-based e-learning systems in the cloud market.

To identify the initial criteria as to the vendor selection of cloud-based e-learning services, a literature review is done. To enrich the initial criteria, a focus group of experts is investigated, and the framework developed; then, a survey analysis is conducted to validate the proposed framework. The extracted criteria and sub-criteria are weighted and prioritized using best-worst method (BWM).

The results indicate that the main dimensions of vendor selection framework as regards cloud-based e-learning systems are managerial, technological and pedagogical factors. The rank orders and weights of the mentioned aspects and their sub-criteria are calculated using the BWM.

The proposed framework helps managers to get a big picture of requirements as to cloud-based e-learning and more effectively to select appropriate vendors in this initiative. In the vendor selection process, managers must pay attention to technological issues as well as managerial and pedagogical considerations.

Cloud-based e-learning systems are getting increasingly essential to offer training courses more efficiently in educational institutions. Although the intersection between cloud computing and e-learning has increasingly grown in both practical and academic contexts, there are little studies on how educational institutions and organizations could be able to select appropriate cloud-based e-learning systems. This paper explores the ignored but critically important subject of cloud-based e-learning. The main contribution of this paper is to propose a novel and integrated framework containing the important aspects of vendor selection in cloud-based e-learning services. The proposed framework comprises managerial, technological and pedagogical aspects simultaneously as well as sub-criteria denoting each aspect.

E-learning environments and services (ELES) adoption and success rates challenge ELES designers, practitioners and organisations. Enterprise decision makers continue to seek effective instruments in launching such systems. The purpose of this paper is to understand users’ perceptions of ELES effectiveness and develop a theoretical framework which improves understanding of success factors for adoption.

Grounded theory method is used to reflect on the relationships between changing users’ requirements and expectations, technological advances and ELES effectiveness models. A longitudinal study collecting data from social media blogs over four years was authenticated based on the context evaluation, language structure and conversational constructs.

Identification of a new core dimension named “Concept Functionality” which can be used to understand the relationships between e-learning effectiveness factors including the relationships with other domains such as security. The findings are also used to validate major existing models for the success of ELES.

The new framework potentially improves system design process in the fields of education technology, enterprise systems, etc.

Concept functionality dimension can offer more insights to understand ELES effectiveness and further improve system design process in a variety of domains including enterprise systems, process modelling and education technology.

This study extends the literature on the effectiveness of e-learning by investigating the role of student engagement on perceived learning effectiveness (PLE) in the context of Indian higher education. Further, the impact of personal factors (Internet self-efficacy (ISE)) and environmental factors (information, system and service quality parameters) on various dimensions of student engagement (behavioral, emotional and cognitive) is studied through the lens of social cognitive theory (SCT).

An online management information systems (MIS) course is delivered to a batch of 412 postgraduate students. An online survey was conducted to measure the factors affecting their PLE. In addition to the survey, a summative assessment is conducted to evaluate the students in terms of their marks to assess their achievements (actual learning). Covariance-based structural equation modeling (CB-SEM) is used to validate the developed research model.

It is discovered that the IS (information system) quality parameters (environmental factors) positively impact PLE. The ISE affects the PLE through the mediating effect of all the dimensions of student engagement. Furthermore, there exists a positive relationship between PLE and student marks.

This study develops a research model using personal and environmental factors to understand PLE through the lens of SCT and then empirically validates it. The psychological process from the students' ISE to the PLE is explained through the mediating effects of various dimensions of engagement. Further, it is found that the PLE is positively related to student marks.