impact on elearning

Saba Human-centric Computing and Information Sciences 2012, 2:6 http://www.hcis-journal.com/content/2/1/6 RESEARCH

Open Access

Implications of E-learning systems and self-efficiency on students outcomes: a model approach

RETRACTED 15 JUNE 2013

doi: 10.1186/2192-1962-3-11

Tanzila Saba
Correspondence:
[e-mail]
Faculty of Computer Science and
Information Systems, Universiti
Teknologi Malaysia, Johor Bahru,
Johor, Malaysia

Abstract
Background: This paper presents a model approach to examine the relationships among e-learning systems, self-efficacy, and students’ apparent learning results for university online courses.
Methods: Independent variables included in this study are e-learning system quality, information quality, computer self-efficacy, system-use, self-regulated learning behavior and user satisfaction as prospective determinants of online learning results.
An aggregate of 674 responses of students completing at least one online course from Wawasan Open University (WOU) Malaysia were used to fit the path analysis model. Results: The results indicated that system quality, information quality, and computer self-efficacy all affected system use, user satisfaction, and self-managed learning behavior of students.
Conclusion: Proposed path analytical model suggests that hypothesized variables are useful to forecast e-learning results
Keywords: E-learning systems, System quality, Information quality, User-satisfaction,
Self-regulated learning behavior

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

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