E-Learning Systems Success Model: the Case of Ethiopian Higher Education Institutions

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Addis Ababa University


The growth of the internet and advancements in information technology is playing vital role in almost every organization. E-learning as one of the advancements in information technology is transforming the educational delivery modalities of higher education institutions. Realizing the potential benefits of e-learning systems, higher education institutions are investing large amounts of money to sustainably implement such systems. However, failures exist. Furthermore; due to contextual factors, there is lack of consensus towards determinant factors of e-learning systems success that would be applicable across all settings. Accordingly, this study attempted to identify factors that determine e-learning systems success and placed them in a holistic model in the context of Ethiopian Higher Education Institutions (EHEIs) that would enable them to sustainably implement the system. Eisenhardt‟s theory building technique was adopted to develop the study model. Several different types of e-learning stakeholder groups were participated in the study from nine EHEIs employing theoretical sampling. The study used mixed research methods in two consecutive study phases. As the study‟s first phase, qualitative research method was used to explore factors that determine e-learning systems success and develop a model. In this phase, multiple data collection methods such as focus group discussions with students, instructors and e-learning experts; in-depth personal interviews with ICT directors; document reviews; and observation were used in order to triangulate the study findings. In the second phase, quantitative research method was used to test the model. In this phase, the model was tested on two levels: Students and Instructors. A total of 529 study participants were involved under the two study phases. NVivo software (Pro version 11) was used to process the qualitative data. On the other hand, Structural Equation modeling using Smart PLS to test the model was employed to process the quantitative data. The study identified eight factors that determine e-learning systems success: institutional support quality, e-learning systems quality, e-learning content quality, learners‟ e-learning factor, instructors‟ e-learning factor, systems usage, user satisfaction and e-learning systems outcome. These identified factors were placed in a model. The study findings along with its model validation test results show that the model has a predictive power to measure e-learning systems success. Finally, theoretical and practical contributions were forwarded to researchers and practitioners of this research domain.



Information Systems Success (Iss) Model, Ethiopian Higher Education Institutions, Elearning Stakeholders, E-Learning Systems, E-Learning Systems Success