Background

An important goal of e-learning systems is to deliver instructions that can produce equal or better outcomes than face-to-face learning systems. To achieve the goal, an increasing number of empirical studies have been conducted over the past decades to address the issue of what antecedent variables affect students' satisfaction and learning outcomes and to examine potential predictors of e-learning outcomes [1,2]. A primary theme of e-learning systems research has been empirical studies of the effects of information technology, instructional strategies, and psychological processes of students and instructors on the student satisfaction and e-learning outcomes in university online education.

The research model we developed is a blend of a management information systems (MIS) success model [3], a conceptual model of Piccoli et al., [4], and an e-learning success model of Holsapple and Lee-Post [5]. Based on the review of 180 empirical studies, DeLone and McLean presented a more integrated view of the concept of information systems (IS) success and formulated a more comprehensive model of IS success. Their IS success model identified six constructs that are interrelated and interdependent: system quality, information quality, use, user satisfaction, individual impact, and organizational impact. DeLone and McLean's [6] model is further extended and adapted to e-learning settings by many e-learning systems research. Holsapple and Lee-Post adapted the DeLone and McLean model to propose e-learning success model. The proposed e-learning success model consists of three antecedents constructs (system quality, information quality, service quality) and two intervening constructs (system use and user satisfaction) and system outcome measuring academic success and systems efficiency and effectiveness. The primary objective of this study is to investigate the determinants of students' perceived learning outcomes and satisfaction in university online education using e-learning systems. Using the extant literature, we begin by introducing and discussing a research model illustrating variables affecting e-learning systems outcomes and user satisfaction. We follow this with a description of the cross-sectional survey that was used to collect data and the results from a path analysis model. In the final section, we outline the implications of the results for higher educational institutions.