Literaturnachweis - Detailanzeige
| Autor/inn/en | Freeze, Ronald D.; Alshare, Khaled A.; Lane, Peggy L.; Wen, H. Joseph |
|---|---|
| Titel | IS Success Model in E-Learning Context Based on Students' Perceptions |
| Quelle | In: Journal of Information Systems Education, 21 (2010) 2, S.173-184 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1055-3096 |
| Schlagwörter | Student Attitudes; User Satisfaction (Information); Structural Equation Models; Information Systems; Program Effectiveness; Delivery Systems; Educational Technology; Integrated Learning Systems; Student Surveys; Correlation; Predictor Variables; College Students; Use Studies; Systems Analysis; Online Courses; Computer Software Evaluation; Electronic Learning |
| Abstract | This study utilized the Information Systems Success (ISS) model in examining e-learning systems success. The study was built on the premise that system quality (SQ) and information quality (IQ) influence system use and user satisfaction, which in turn impact system success. A structural equation model (SEM), using LISREL, was used to test the measurement and structural models using a convenience sample of 674 students at a Midwestern university. The results revealed that both system quality and information quality had significant positive impact on user satisfaction and system use. Additionally, the results showed that user satisfaction, compared to system use, had a stronger impact on system success. Implications for educators and researchers are reported. (Contains 2 figures and 2 tables.) (As Provided). |
| Anmerkungen | Journal of Information Systems Education (JISE). c/o Al Harris, JISE Editor Emeritus, Department of Computer Information Systems, Walker College of Business, Appalachian State University, Boone, NC 28608. Tel: 828-262-6180; Fax: 828-262-6190; e-mail: editor@jise.org; Web site: http://www.jise.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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