Modelling E-Learning Quality, Self-Efficacy and Students' Behaviour
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| Title: | Modelling E-Learning Quality, Self-Efficacy and Students' Behaviour |
|---|---|
| Language: | English |
| Authors: | Tejas R. Shah, Poonam Chhaniwal |
| Source: | International Journal of Learning Technology. 2024 19(1):58-84. |
| Availability: | Inderscience Publishers. World Trade Centre Building II 29 route de Pre-Bois Case Postale 856 CH-1215, Geneva 15, Switzerland. e-mail: editor@inderscience.com; Web site: https://www.inderscience.com/jhome.php?jcode=ijlc |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Educational Quality, Self Efficacy, Student Behavior, Models, Student Satisfaction, Academic Achievement, College Students, Foreign Countries |
| Geographic Terms: | India |
| DOI: | 10.1504/IJLT.2024.137896 |
| ISSN: | 1477-8386 1741-8119 |
| Abstract: | This study empirically tested a model examining the effect of four e-learning quality dimensions, i.e., information quality, system quality, service quality, and instructor quality as well as students' self-efficacy on e-learning behaviour--satisfaction and continued intentions that further affect students' academic performance. The research model is examined for e-learning systems at higher education institutions (HEIs). Data were collected from four cities of Gujarat, India, i.e., Ahmedabad, Vadodara, Surat and Rajkot. The sample size consists of 832 students and information was collected using a self-administered online survey. Data is analysed through structured equation modelling in SPSS AMOS (v.23). The findings offer direction for HEIs to enhance students' satisfaction, continued intentions thereby strengthening their academic performance, using e-learning system. This research contributes to the literature by empirically examining a research model, revealing students' e-learning behaviour and academic performance at HEIs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420369 |
| Database: | ERIC |
| Abstract: | This study empirically tested a model examining the effect of four e-learning quality dimensions, i.e., information quality, system quality, service quality, and instructor quality as well as students' self-efficacy on e-learning behaviour--satisfaction and continued intentions that further affect students' academic performance. The research model is examined for e-learning systems at higher education institutions (HEIs). Data were collected from four cities of Gujarat, India, i.e., Ahmedabad, Vadodara, Surat and Rajkot. The sample size consists of 832 students and information was collected using a self-administered online survey. Data is analysed through structured equation modelling in SPSS AMOS (v.23). The findings offer direction for HEIs to enhance students' satisfaction, continued intentions thereby strengthening their academic performance, using e-learning system. This research contributes to the literature by empirically examining a research model, revealing students' e-learning behaviour and academic performance at HEIs. |
|---|---|
| ISSN: | 1477-8386 1741-8119 |
| DOI: | 10.1504/IJLT.2024.137896 |
