Authors: Moatasim A. Barri
Addresses: Department of Curriculum and Teaching, Taibah University, Medina, Saudi Arabia
Abstract: The rapid change in Learning Management Systems (LMS) is presenting challenges for users to adapt. Yet, there is a need for a conceptual e-learning evaluation framework which tracks that change. This study was conducted to determine how accurately a linear combination of four key elements: usability, technology self-efficacy, content quality, and interaction quality can predict students' satisfaction with web-enhanced learning. Data on 85 students from a university were collected using an online closed-ended questionnaire. Multiple procedures were utilised for instrument validation, data screening, and data analysis. Findings from the study confirmed the validity of the proposed model for evaluating the effectiveness of learning facilitated by an LMS. In addition, the findings showed that the four key elements usability, technology self-efficacy, content quality, and interaction quality affected students' satisfaction with the web-enhanced learning. Further studies and practical implications are discussed.
Keywords: student satisfaction; technology self-efficacy; usability; content quality; interaction quality; web-enhanced learning; LMS.
International Journal of Technology Enhanced Learning, 2020 Vol.12 No.4, pp.426 - 446
Received: 26 Apr 2019
Accepted: 18 Jul 2019
Published online: 10 Apr 2020 *