Affiliations: [a] Department of Accounting, Southeast Missouri State University, Cape Girardeau, MO, USA | [b] Department of Marketing, American University of Sharjah, Sharjah, United Arab Emirates | [c] Department of Management & Human Resources, University of Wisconsin-Oshkosh, Oshkosh, WI, USA | [d] Department of Management and Marketing, Southeast Missouri State University, Cape Girardeau, MO, USA
Correspondence:
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Corresponding author: Sean B. Eom, Department of Accounting, Southeast Missouri State University, Cape Girardeau, MO, USA. Tel.: +1 573 651 2615; Fax: +1 573 651 2992; E-mail: sbeom@semo.edu
Abstract: This study empirically tested the DeLone and McLean model of information systems success model (the DM model) in a university e-learning context using structural equation modeling. The results indicated that system quality, information quality, all affected the two mediating constructs, system use and user satisfaction, which in turn, influences the e-learning systems success. The nature of e-learning systems is fundamentally different from the environment in which the DeLone and McLean model is developed and tested, either voluntary or quasi-voluntary environments. However, e-learning systems are to be used in a mandatory environment. For that reason, the DeLone and McLean model has a limited explanatory power for explaining the role of e-learning systems on the outcomes of e-learning. Consequently, we conclude that the primary focus of the e-learning system empirical research should shift from the system factor toward human and design factors. E-learning systems empirical research is focusing on the critical success factors of e-learning outcomes that are comparable to or superior than traditional face-to-face learning system.
Keywords: Distance learning, on-line learning, student satisfaction, structural equations modeling, the DeLone and McLean model
