TOWARDS A SUSTAINABLE ADOPTION OF E-LEARNING SYSTEMS: THE ROLE OF SELF-DIRECTED LEARNING

Abstract

Aim/Purpose This study seeks to investigate the factors that influence online students’ contin-ued usage intention toward e-learning systems by presenting an extended model that is based on the Delone and McLean (2003) IS success model (D&M ISS model). Background The use of e-learning systems in this era has become a vital element of deliver-ing higher education. Learning via e-learning systems has significant benefits that support conventional learning. Thus, it is crucial to measure the success of e-learning systems’ implementation. Methodology This study was conducted with 590 undergraduate and postgraduate students from three private universities in Jordan, and data was gathered via an online self-report questionnaire. Contribution Theoretically, this study advances the literature and empirically examines a mod-ified version of the D&M ISS model by including context-specific factors that are drivers of successful implementations of e-learning systems. Findings The path analysis with structural equation modelling confirms that students’ satisfaction and their continued usage intention regarding the e-learning system are positively related to service quality, system quality, and information quality. Self-directed learning, however, has a negative effect on satisfaction and contin-ued usage intention. Furthermore, the findings reveal that both satisfaction and continued usage intention positively influence students’ perceptions of per-ceived academic performance. Recommendations for Practitioners The quality of learning content format and design are recognized as fundamen-tal factors for e-learning success. Thus, both instructors and e-learning develop-ers should provide reliable, accurate, and up-to-date learning materials. This di-rects e-learning developers toward designing systems with simple and useful functionalities that embrace the essential features that enable students to per-form the required tasks effectively and to access and share learning materials flexibly. Furthermore, the current study reveals that self-directed learning (SDL) is a key barrier to successful e-learning system employment. It has a negative impact on satisfaction (SAT) and continued usage intention (CUI). Thus, devel-oping students’ skills related to SDL is deemed a necessity. This could be at-tained by designing contemporary pedagogical curricula that are based on stu-dent-centered learning. This approach to learning encourages students to ac-quire self-regulatory skills and be accountable for their learning. This environ-ment has to be supported by pedagogical tools (e.g., synchronous/asynchro-nous communication channels and multimedia tools) to enable effective interac-tion between instructors and students. Recommendations for Researchers The current study does not investigate the role of potential moderators that might influence the research model’s relationships. Future studies might tackle such limitation by examining the moderating effect of computer self-efficacy and culture. Impact on Society This study reveals that the success of e-learning systems depends not only on the quality of the information, system, and service but also on student self-di-rected learning. Future Research The sample employed for this study was selected from three private universities in Jordan; consequently, the results cannot be generalized to the entire student population of Jordan. Further research, therefore, should focus on targeting a larger scope by including public universities, which in turn would enhance the generalizability of the findings. In addition, this cross-sectional study was con-ducted using a quantitative method based on the use of self-reported online survey to gather data. Thus, future research should consider longitudinal study that employs a mixed methods approach to reveal additional constructs and in-sights regarding e-learning system adoption by students.