E-learning systems and outcomes

The e-learning systems literature has accumulated a considerable body of literature over the past decade [1,7,8]. Nevertheless, little empirical research exists to understand the relationships among e-learning systems quality, the quality of information produced by e-learning systems and e-learning systems outcomes. E-learning systems comprised of a myriad of subsystems that interacts each other. They include human factors and design factors. Human factors include personality Characteristics [9,10], learning styles [11-14], and instructor's attributes [15]). Design factors include a wide range of constructs that affect effectiveness of e-learning systems such as technology [5,16-18], learner control, learning model [19,20], course contents and structure [21-23], and interaction [23-26].

In a study of Eom et al. [13], structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles), and with timely, meaningful instructor feedback of various types. Eom et al. [13] found that all six factors: course structure, self-motivation, learning styles, instructor knowledge and facilitation, interaction, and instructor feedback, significantly influenced students' satisfaction. This is in accordance with the findings and conclusions discussed in the literature on student satisfaction.

Of the six factors hypothesized to affect perceived learning outcomes, only two (learning styles and instructor feedback) were supported. Contrary to previous research [27], Eom et al., [13,28] found no support for a positive relationship between interaction and perceived learning outcomes. One possible explanation for this finding is that the study did not account for the quality or purpose of the interactions. Although a student's perception of interaction with instructors and other students is important in his/her level of satisfaction with the overall online learning experience, when the purpose of online interaction is to create a sense of personalization and customization of learning and help students overcome feelings of remoteness, it may have little effect on perceived learning outcomes. Furthermore, a well-designed online course delivery system is likely to reduce the need of interactions between instructors and students. The university under study has a very friendly online e-learning system and strong technical support system. Every class Web site follows the similar design structure which reduces the learning curve. Contrary to other research findings, no significant relationships were found between students' self-motivation and perceived learning outcomes. Theoretically, self-motivation can lead students to go beyond the scope and requirements of an educational course because they are seeking to learn about the subject, not just fulfill a limited set of requirements. Self-motivation should also encourage learning even when there is little or no external reinforcement to learn and even in the face of obstacles and setbacks to learning.

This research further extends the study of Eom et al. [13] which did not include several constructs on which this study focuses. This research addresses the effects of system quality, information quality, self-regulated learning, and self-efficacy on the e-learning system use, user satisfaction, and e-learning outcomes. An e-learning system typically consists of learning management systems (LMS) and authoring systems. The LMS is a system for storing and delivering the course content, and tracks student access and progress. The authoring systems allow the instructors to develop the contents for e-learners.