Abstract
Abstract
Background
This paper presents a model approach to examine the relationships among e-learning systems, self-efficacy, and students' apparent learning results for university online courses.
Methods
Independent variables included in this study are e-learning system quality, information quality, computer self-efficacy, system-use, self-regulated learning behavior and user satisfaction as prospective determinants of online learning results. An aggregate of 674 responses of students completing at least one online course from Wawasan Open University (WOU) Malaysia were used to fit the path analysis model.
Results
The results indicated that system quality, information quality, and computer self-efficacy all affected system use, user satisfaction, and self-managed learning behavior of students.
Conclusion
Proposed path analytical model suggests that hypothesized variables are useful to forecast e-learning results
Publisher
Springer Science and Business Media LLC
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