The intervening role of infrastructures in e-learning performance

Although many researchers have studied different factors which affect E-Learning performance, there is little research on assessment of the intervening role of infrastructures in E-Learning performance. This study proposes a conceptual model to determine the role of infrastructures in the relationship between E-Learning factors and performance. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating method. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that infrastructure plays a moderating role in the relationship between E-Learning factors and performance. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable's ranking. Results show that organizational infrastructure has the most important effect on E-Learning performance and teacher is the most important factor in E-Learning. © 2011 Springer-Verlag