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Reviewing the existing literature in the field of e-learning success reveals a considerable number of studies that primarily investigate the causal relationships proposed by the DeLone and McLean (D&M) information system (IS) success model. However, the various relationships in the D&M model have found different levels of support or even contradictory results within the empirical literature. To synthesize the existing knowledge in the field of e-learning success, the authors have conducted a meta-analysis of e-learning success studies using D&M to combine the quantitative results and validate the model in this field. Furthermore, a moderator analysis involving user types was performed to examine the situation under which they may have different effects.

For this purpose, through a systematic review of the studies, 44 independent studies were selected from 29 qualified related journals. In order to analyze the quantitative results of the studies, the meta-analysis of the effect sizes of the casual relationships in the D&M model has been used.

The findings indicated that all relationships of the model were supported. It was also revealed that the extent of effect sizes of the examined relationships depends on the type of user. Except for one relationship (user satisfaction and net benefit), all effect sizes of employees were more than those of students and teachers.

This meta-analysis reviewed the relationships found in the literature on D&M constructs in e-learning contexts. This study better explains the e-learning success factors by consolidating contradictory findings in the past researches and contributes to the existing e-learning success literature. The findings can assist educational institutions and organizations in decision-making because the findings resulting from the meta-analysis are more consistent than previous primary researches.

Despite the widespread use of the D&M model in the field of e-learning success, no study has yet consolidated the quantitative findings of these studies and the current field abounds in some controversies and inconsistent findings. This paper integrates the results of empirical studies that examined the relationships within the D&M model. The main contribution of this paper, which is the first of its kind, is to apply meta-analysis to reconcile the conflicting findings, investigate the strengths of the relationships in the D&M model and provide a consolidated view.

This study aims to propose and validate a model for e-Learning success based on students’ experiences in the “new normal.” To achieve this goal, this study focused on answering three research questions: (1) What are the students’ experiential factors that impact e-Learning? (2) How do these experiential factors affect e-Learning success? (3) In what ways does a multimethod provide a comprehensive perspective and an in-depth understanding of students’ e-Learning experiences in the new normal?

This study applied a mixed-methods sequential approach using exploratory, confirmatory and complementary studies. First, this study undertook a text-mining exploratory analysis of the review data to extract e-Learning topics. Then, based on the Information Systems (IS) success model, this study identified an integrated framework drawn from the results of the text-mining analysis. Second, this study proposed an e-Learning, experience-based success model and corresponding hypotheses and conducted a confirmatory study with surveys to validate the model. Third, this study conducted in-depth interviews to better identify the phenomenon of interest.

The five factors extracted from the first stage are system quality, lecture content, teaching quality, online interaction and achievement. This study subsequently confirmed the significant relationships between the e-Learning success factors in the second stage based on the IS success model. Finally, a complementary study identified the importance of interactivity for e-Learning success in the new normal.

To the best of the authors’ knowledge, this paper is the first to develop an e-Learning success model using a comprehensive mixed-methods approach.

The purpose of this paper is to demonstrate the importance of undertaking a systemic view of learning management systems (LMSs) evaluation addressing the conceptualization and measurement of e‐learning systems success in higher education.

The paper adopts a quantitative case perspective and derives a conceptual model for e‐learning assessment (Hexagonal e‐learning assessment model – HELAM). The model is empirically tested for validity and reliability in the university setting.

Qualitative and quantitative findings have been presented, which will be valuable for academics and practitioners doing research in e‐learning evaluation. The findings support the flexibility and relevance of HELAM as an e‐learning assessment model. It highlights a number of success measures which are grouped under six dimensions.

Further research efforts should explore new dimensions or test the causal relationships among proposed dimensions within the boundary of e‐learning. In that, the paper is limited contextually where attention should be made not to generalize the findings beyond the empirical findings within the case analysis.

The paper supports a practitioner perspective through a consideration of a holistic approach to e‐learning assessment. E‐learning system developers may find the findings useful when designing and implementing the LMS.

The paper is original as the conceptual model has been derived through both theoretical constructs and empirical analysis. It provides an innovative approach to e‐learning assessment.

The purpose of this study is to propose a sustainable quality assessment approach (model) for the e-learning systems keeping software perspective under consideration. E-learning is becoming mainstream due to its accessibility, state-of-the-art learning, training ease and cost effectiveness. However, the poor quality of e-learning systems is one of the major causes of several failures reported. Moreover, this arena lacks well-defined quality assessment measures. Hence, it is quite difficult to measure the overall quality of an e-learning system effectively.

A pragmatic mixed-model philosophy was adopted for this study. A systematic literature review was performed to identify existing e-learning quality models and frameworks. Semi-structured interviews were conducted with e-learning experts following empirical investigations to identify the crucial quality characteristics of e-learning systems. Various statistical tests like principal component analysis, logistic regression, chi-square and analysis of means were applied to analyze the empirical data. These led to an adequate set of quality indicators that can be used by higher education institutions to assure the quality of e-learning systems.

A sustainable quality assessment model for the information delivery in e-learning systems in software perspective has been proposed by exploring the state-of-the-art quality assessment/evaluation models and frameworks proposed for the e-learning systems. The proposed model can be used to assess and improve the process of information discovery and delivery of e-learning.

The results obtained led to conclude that very limited attention is given to the quality of e-learning tools despite the importance of quality and its effect on e-learning system adoption and promotion. Moreover, the identified models and frameworks do not adequately address quality of e-learning systems from a software perspective.

The use of e‐learning is largely predicated upon the assumption that it can facilitate improvements in student learning and therefore can be more effective than conventional techniques. This assumption has been supported by some in the literature but has been questioned by a continuing body of contrary or indifferent evidence. The purpose of this paper is to improve the theoretical understanding of the variables influencing e‐learning effectiveness, the manner in which these variables have been studied to date, and to propose a suitable conceptual model of e‐learning effectiveness to aid its evaluation.

The paper revisits and critically reviews major contributions to the e‐learning effectiveness literature.

Owing to a variety of issues prevalent in the literature, it is clear that the variables influencing effectiveness are multifarious and few researchers impose adequate controls or factor them into research designs. Drawing on the work of Dewey, Englebart, and Kaplan, a conceptual framework of e‐learning effectiveness is proposed. This model maps out the key variables involved in the study of e‐learning effectiveness and the interactions between variables.

It is anticipated that such a model will assist researchers in developing future evaluative studies which are both sufficiently robust and holistic in design. It is also hypothesised that studies designed using the conceptual model will be more likely to yield results corroborating the ability of e‐learning to affect improvements in student learning.

This paper aims to provide a methodological road for the next generation of e‐learning environments.

This paper considers a survey of recent publications (1995‐2002), which aim to provide practical and theoretical indications and advice, which are coupled with practical experimentations.

The paper provides road‐mapping elements, indicating the impact on services and systems to be expected by this design approach.

The survey is based on a selection of sources and it is not exhaustive. The methodology experiments that are used for argumentation are based on the authors’ platform.

The paper presents a useful source of knowledge for researchers and advanced students.

This paper identifies a road for advanced e‐learning systems, and can help researchers and those in industry who desire to introduce and understand the design methodological context of advanced e‐learning systems.

One of the most significant threats of COVID-19 in the world is the closure of universities, schools, training courses and even companies and organizations. In such a situation and with the free time that has arisen, this threat of education closure can become a golden opportunity for learning and progress in virtual education. E-learning uses information technology (IT) to distribute knowledge and information for training and education. Also, cloud computing is a technology utilized in the IT domain. It can be employed in performing e-learning. Therefore, the main goal of this study is to assess the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era.

Cloud-based e-learning system (CELS) provides all e-learning requirements like software and hardware resources to promote conventional e-learning technologies. The CELS stands on several factors of diverse aspects that have been of high significance in CELS success. So, these systems must be checked to analyze their significance rate and successfully carry out their effectiveness. On the other hand, these days, the 2019 coronavirus disease (COVID-19) changes our daily lifestyles. Therefore, the present investigation provides a new model investigating the development and success of CELS in the COVID-19 era. Also, an online questionnaire was used to gather the data. The content validity of the questionnaire was obtained by applying the opinions of ten experts from e-learning specialists. The collected data are analyzed using LISREL and Smart PLS software.

The results from the path coefficient and the sample t-test have implied that skills and knowledge positively influence CELS in the COVID-19 era. In addition, the relationship between cultural characteristics and CELS in the COVID-19 era has been positive and significant. The relationship between the economic situations and the CELS in the COVID-19 era is positive and significant.

The proposed model helps managers get a big picture of CELS necessities and more effectively in the COVID-19 era. This research has a unique impact on universities to develop an e-learning platform to facilitate the education process in the COVID-19 era. It provides guidelines for educational institutions to effectively implement the learning management system to facilitate students' education.

CELS 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, few studies on the impact of cultural characteristics, economic situations, skills and knowledge on the development and success of CELS in the COVID-19 era. This paper explores the ignored but critically important subject of CELS. This paper's main contribution is to present a new and integrated model containing the essential aspects of the development and success of CELS in the COVID-19 era. The proposed framework comprises cultural characteristics, economic situations, skills and knowledge aspects simultaneously, as well as sub-criteria denoting each element.

The University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.

The EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.

We found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).

The work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.

The purpose of this paper is to review cross‐disciplinary research on e‐learning from workplace learning, educational technology, and instructional communication disciplines to identify relevant e‐learning design principles. It aims to use these principles to propose an e‐learning model that can guide the design of instructionally sound, usable, and interactive e‐learning courses and programs for workplace learning.

The paper is a review of empirical and conceptual e‐learning literature from human resource development, workplace learning, educational technology and instructional communication.

The paper presents a current review of e‐learning design research, identifies convergent areas of e‐learning design practices, and proposes a tripartite e‐learning design model. Design principles identified in the literature review include adherence to instructional design principles based on adult learning principles, ensuring human‐technology interface (usability) guidelines, and supporting online immediacy (social presence) attributes.

An expanded view of e‐learning design strategies grounded in a learning sciences perspective and encompassing research on behavioral, cognitive, constructivist and humanistic theories is offered.

The study provides an integrated e‐learning design model that represents main areas of e‐learning research and suggests competencies for e‐trainers.

Technology acceptance research in the L&T contexts has a necessity for enabling the significant inclusion of technology in educational settings (Scherer et al., 2019). Despite the propensity for information communication and technology to enhance the teaching and learning process, the acceptance or rejection of learning technology is essential. Technological acceptance model (TAM) has evolved to become a key model to depict the predictors of human behaviour towards prospective rejection or acceptance of technology (Granic and Marangunic, 2019). In their recent systematic review of the extensive literature on TAM, Granic and Marangunic (2019) found that most of TAM research originate from Asia (Taiwan, Malaysia, South Korea and China), Europe, North America, Middle East and Africa. To the best of the authors’ knowledge, research on TAM has been very scarce in small island economies. This study aims to guide the empirical model of Al-Fraihat et al. (2020), which wants to uncover the quality of learning by understanding the intentions and satisfaction of tertiary education learners on the acceptance and use of information technology (IT) for e-learning, during the confinement period.

This study adopted a quantitative approach. The proposed framework was borrowed from Al-Fraihat et al. (2020) and amended based on the contextual aspect of the study. The model proposed by Al-Fraihat et al. (2020) takes into consideration the quality of e-learning through technical system quality, information quality, service quality, educational system quality, support system quality, learner quality and instructor quality. The framework has as the basis the TAM where the perceived satisfaction, perceived usefulness, use and benefits of E-learning have been evaluated. This current study evaluated the quality of the e-learning platform from the students’ perspective in the confinement period. The service quality construct has been broken into three different dimensions, namely, service quality from an IT perspective, service quality from an administration perspective and service quality from the faculty represented by the Head of Departments. Another dimension has been added so as to evaluate the learner’s point of view when studying during confinement, namely, confinement and learning quality.

The findings of this study did not support H25, that is the hypothesis that perceived usefulness has a positive relationship with perceived satisfaction, in contradiction to similar previous studies that confirmed the relationship (Al-Sabawy et al., 2011; Al-Fraihat et al., 2020). However, interestingly, the findings of this research supported the relationship between perceived satisfaction and benefits (H26). This means that the greater the satisfaction of the learner, the greater the benefits on students. The results of this study further supported that there is a positive relationship between perceived usefulness and benefits (H27); there is a positive relationship between perceived usefulness and use (H28); and finally, there is a positive relationship between use and benefits (H29). Such relationships were also found in the existing literature (Al-Sabawy et al., 2011; Cidral et al., 2018; Al-Fraihat et al., 2020). The perception of the usefulness of the e-learning system determines the benefits, usefulness and system use. When the learners feel that the system is enhancing their learning, learning activities and performance, hence learning more effectively, they tend to see the e-learning system as useful and they are more likely to use the e-learning system/tool. The use of the tool/system, thus positively impacts the benefits that the learners derived from the system.

The COVID-19 and overnight decision for a country-wide lockdown drastically changed the education sector. School and all teaching institutions were closed. However, most universities had to review their teaching and learning models to introduce e-learning to ensure the semester’s progress. Hence, the use of the various LMS tools became a necessity overnight. This study on e-learning in Mauritius uses the TAM as the theoretical foundation because the theory has long been extensively used to investigate the quality of learning eg. Davis (1989), Scherer et al. (2019), Al-Fraihat et al. (2020).