• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.77-88
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• 2022

In response to the significant COVID-19 outbreak, countries have enforced the use of E-learning systems as an alternative to traditional learning; to contain the virus and minimize the infection rate while maintaining the continuity of the learning experience. However, the effective adoption of E-learning systems requires a well-understanding of critical factors, especially in times of crisis. In this regard, this study intends to assess the success of the E-learning system adoption by Higher Education Institutions (HEIs) during the crisis of COVID-19 by utilizing the Information Systems Success (ISS) model. This study's adopted model consists of nine interdependent dimensions, namely: Technical System Quality, Information Quality, Service Quality, Learner Quality, Perceived Satisfaction, Perceived Usefulness, System Use, Intention to Use, and System Success. An electronic survey was distributed among higher education students from different universities in Saudi Arabia to explore each model's dimension. Structural Equation Modeling (SEM) has been applied via SmartPLS software to test the causal relationships between dimensions. This study's main results revealed that students' Service Quality, Learner Quality, and the Intention to Use by students are essential drives for E-learning System Use during the Covid-19 pandemic. Meanwhile, the Intention to Use the system is significantly influenced by Perceived Satisfaction and Perceived Usefulness dimensions. Further, Perceived Satisfaction, Perceived Usefulness, and System Use are interdependent, and all three have a significant positive impact on E-learning System Success.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.301-305
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• 2006

While e-loaming has achieved great quantitative development, its qualitative effectiveness is required to be verified. As such, in this study, we performed research on the satisfaction of the e-Learning participants, and searched factors affecting satisfaction. Based on survey data from 727 distance learning participants, we selected and verified factors affecting satisfaction through correlation analysis and confidential test.

• Journal of the Korean Society of Industry Convergence
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• v.25 no.1
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• pp.37-45
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• 2022

It is well known that the Kano model measures customer satisfaction and classifies quality attributes into must-be, attractive as well as one-dimensional. The main purpose of this study is to investigate the dynamics of e-learning quality attributes by applying the proposed method using Kano's satisfaction index in the rapidly changing online learning environment. For this, the current study examined 27 e-learning quality attributes and conducted a comparative study using Kano's results obtained in 2013 and 2020. The result shows that the dynamics of quality attributes suggested by Kano(2001) is confirmed in the case of e-learning. The proposed approach shows better results in terms of Kano's direct classification method, and has potential application areas such as IPA(Importance-Performance Analysis) in the area of risk assemement. Some suggestions for better understanding of the proposed SI-DI diagram are also included in this study.

• The Journal of Information Technology
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• v.6 no.3
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• pp.137-150
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• 2003

Recently, developing information technology and increasing internet usage, e-Learning service industry is rapidly growing. However institutions and regulations related e-Learning service are insufficient. Users of e-Learning service were lower grade in school relatively, spent average 40,000won/month and used other private education service. Users answered that they were generally satisfied at e-Learning service but were not satisfied at e-Learning 'fee'and 'the contract process'. Specially, the result suggest that consumer's satisfaction is affect by experience of demage and complains related e-Learning usage.

• Educational Technology International
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• v.24 no.1
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• pp.29-51
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• 2023

This study examined the moderating effect of course satisfaction with class on the relationship between the mode of course delivery and learning presence and performance in university settings. Results showed that there was a moderating effect of the course satisfaction on the relationship between course delivery mode and learning presence. Specifically, higher satisfaction with instructor's teaching activities was associated with improved learning presence in face-to-face, blended, and online learning, in that order. However, there was no significant moderating effect on academic performance. These findings suggest that universities should consider not only the mode of course delivery and highlight the importance of systematic course design by instructors.

• Journal of Korean Society for Quality Management
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• v.38 no.2
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• pp.161-170
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• 2010

Diffusion of e-learning has been accelerated according as the convenience and effectiveness have been increased rapidly due to the advancement of information technology. However, there has been few studies on systematic evaluation of its performance. SERVQUAL model was applied to evaluate the service quality of a 100% on-line lecture opened in a major Korean university. Two classes, one for 71 undergraduate students, the other for 79 graduate students, were opened for the lecture. The gaps between the expected service and the perceived service scores were compared with respect to sex, age, and e-learning experience. Although the gap score of male and female students were not different significantly, the gap scores among the other comparative groups were different. The perceived score of the older group with more than thirty ages was lower than that of the younger group. It seems that the older group evaluated the score based on the practical use of the subject since they are part-time students with jobs. Also, the perceived score of the group with previous e-learning experience was higher than that of the group with no e-learning experience. It seems that the experienced group evaluated it compared with the previous e-learning satisfaction. As it might be expected, the groups with higher perceived scores had stronger intention to recommend the e-learning lecture to other students.

• Journal of Korea Society of Industrial Information Systems
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• v.15 no.5
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• pp.211-219
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• 2010

There are significant changes are in education field: the paradigm shift from teacher-centered and text-oriented learning to learner-centered and multimedia-oriented learning. Many researchers have proposed that the e-learning contents is one of the most important factors on e-learning performance. This study analyzes the effect of types of test information on learning performance in e-learning contents. The results show that the interaction effect between types and gender influences the comprehension of learning; the female prefers to the feedback and narrative type but the male prefer to the narrative type. The narrative type showed the highest score on the comprehension and satisfaction of learning among three different types. Also, the main effect of gender difference had no effect on e-learning performance.

• International Journal of Contents
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• v.9 no.3
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• pp.35-41
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• 2013

This paper aims at investigating what Regional University E-Learning Centers (RUECs) has done in promoting e-learning in university education in Korea. First, the e-learning situation in university education in Korea is introduced. Secondly, the background of establishment of RUECs and its functions are explained in detail. Thirdly, a case of RUECs is suggested by using the CNU-University E-Learning Center. In particular, the performance of e-learning is evaluated based on the student satisfaction data, and a paired-t test is implemented to see if there was any difference between 'before' and 'after' e-learning. Lastly, some suggestions are made to promote the e-learning in university education.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2005.11a
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• pp.127-133
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2006.05a
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• pp.221-228
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• 2006

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the effectiveness assessment of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on e-learning strategy. The former consists of learning management system, learning content quality and service quality that are provided by e-Loaming. The latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically.