The Extended Information Systems Success Measurement Model: e-Learning Perspective

This study investigated the crucial factors for measuring the success of the information system used in the e-learning process, considering the transformations in the work environment. This study was motivated by the changes caused by COVID-19 witnessed after the shift to fully online learning environments supported by e-learning systems, i.e., learning emphasized with information systems. Empirical research was conducted on a sample comprising teaching staff from two European universities: the University of Novi Sad, Faculty of Technical Sciences in Serbia and the Polytechnic Institute of Castelo Branco in Portugal. By synthesizing knowledge from review of the prior literature, supported by the findings of this study, the authors propose an Extended Information System Success Measurement Model—EISSMM. EISSMM underlines the importance of workforce agility, which includes the factors of proactivity, adaptability, and resistance to change, in the information system performance measurement model. The results of our research provide more extensive evidence and findings for scholars and practitioners that could support measuring information system success primarily in e-learning and other various contextual settings, highlighting the importance of people’s responses to work environment changes.info:eu-repo/semantics/publishedVersio

The Effectiveness Of The E-Learning Application: Impact Assessment Of The Quality

The success and the efficiency of e-Learning should be measured by a reliable method in order to use it effectively. Although, there are several studies about the success of e-Learning systems, only a few of them are about the measurement of this success within the institutions. There is a study of DeLone and McLean (2003) which examines the success of the introduction of e-Learning system with the help of ELSS model (e-Learning System Success). We made two questionnaires to evaluate the application of e-Learning at University of Debrecen, Faculty of Economics and Business. One of them was for the students and the other one asked the lecturers. The aim was to develop such questionnaires which are suitable for both the evaluation of the e-Learning’s quality and its economic benefits. The basis of the e-Learning’s quality questions was Wang’s article (2007), in which he measured the success of the e-Learning systems, therefore the questions of the students’ and the lecturers’ questionnaires were the same. The aim of this survey was to compare the opinions of the students and the teachers regarding the application of e-Learning. The role of the questionnaire for quality development is to give guidance for the University of Debrecen in the e-Learning application. We have used the Mann-Whitney test to evaluate the questionnaires of the students who use the e-Learning system. This method is used to compare the means of two groups in case of ordinal scales or not normally distributed variables. We have also used factor analysis and binominal logistic regression. We have examined whether the background variables manipulating the variables are possible to be developed on the basis of the answers. We used factor analysis to demonstrate this since it contracts the coherent factors into one common factor. Factor analysis is used to compress data and explore data structure. In most cases, factor analysis is used foremost in order to filter out multicollinearity. Keywords: e-Learning, higher education, binomial logistic regressio

An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness

A Framework proposal for monitoring and evaluating training in ERP implementation project

During the last years some researchers have studied the topic of critical success factors in ERP implementations, out of which 'training' is cited as one of the most ones. Up to this moment, there is not enough research on the management and operationalization of critical success factors within ERP implementation projects.Postprint (published version

The effect of organizational culture on CRM success

Copyright @ 2013 EMCIS.The aim of this paper is to develop a theoretical framework exemplifying the effect of organizational culture on the success of Customer Relationship Management (CRM) systems' implementation. This is deemed significant as yet little research has investigated the role of organizational culture as a critical success factor to CRM implementation. The proposed theoretical framework is developed based on the notion that nurturing an organizational culture that promotes adaptive learning leads to better management of customer information that in turn improves the quality of customer information, which is considered a key contributor to successful implementation of CRM initiatives. The Competing Values Framework (CVF) is used to measure "Organizational Culture" since it has proven its validity in examining the effect of organizational culture on organizational effectiveness and performance

Measuring Process Modelling Success

Process-modelling has seen widespread acceptance, par ticularly on large IT-enabled Business Process Reengineering projects. It is applied, as a process design and management technique, across all life-cycle phases of a system. While there has been much research on aspects of process-modelling, little attention has focused on post-hoc evaluation of process-modelling success. This paper addresses this gap, and presents a process-modelling success measurement (PMS) framework, which includes the dimensions: process-model quality; model use; user satisfaction; and process modelling impact. Measurement items for each dimension are also suggested

Factors influencing students' acceptance of m-learning: An investigation in higher education

M-learning will play an increasingly significant role in the development of teaching and learning methods for higher education. However, the successful implementation of m-learning in higher education will be based on users' acceptance of this technology. Thus, the purpose of this paper is to study the factors that affect university students' intentions to accept m-learning. Based on the unified theory of acceptance and use of technology (UTAUT) (Venkatesh et al., 2003), this study proposes a model to identify the factors that influence the acceptance of m-learning in higher education and to investigate if prior experience of mobile devices affects the acceptance of m-learning. A structural equation model was used to analyse the data collected from 174 participants. The results indicate that performance expectancy, effort expectancy, influence of lecturers, quality of service, and personal innovativeness were all significant factors that affect behavioural intention to use m-learning. Prior experience of mobile devices was also found to moderate the effect of these constructs on behavioural intention. The results of this research extend the UTAUT in the context of m-learning acceptance by adding quality of service and personal innovativeness to the structure of UTAUT and provide practitioners and educators with useful guidelines for designing a successful m-learning system