Understanding E-Learning System Usage Outcomes in Hybrid Courses

E-learning systems are widely used in higher education. However, much of the research on elearning systems focuses on the technology and is limited to the adoption and utilization e-learning systems. In order to develop the potential advantages of e-learning systems, research that addresses the outcomes of the adoption and use of e-learning system is needed. This paper proposes a research model for assessing the possible outcomes of e-learning systems adoption and use. It was tested by university students (n = 249) participating in hybrid courses using partial least squares (PLS) analysis. Its findings suggest that beliefs about perceived usefulness and perceived ease of use, and how an e-learning system is used cause students' perceived learning assistance. In turn, perceived learning assistance predicts students' perceived academic performance.

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