Abstract
In this paper, we focus on understanding the factors that influence whether online courses that involve complex technologies succeed. In particular, we conducted a study on SAP software as the complex technology that students learned online via several course-management platforms (e.g., Blackboard). We hypothesized the antecedent variables system quality, information quality, and service quality to influence students’ perceived learning outcomes, satisfaction, and intention to continue using online learning. Grounded on the information systems (IS) success model, we decomposed core constructs into contextual factors. We surveyed business students from four mid-sized state universities in the United States that had membership in the SAP university alliances program, and the students had taken at least one online SAP-enabled course. We used structural equation modeling with partial least squares (PLS-SEM) to analyze data. The findings indicate that system quality, information quality, and service (instructor) quality were all significant antecedents of student satisfaction, system quality and information quality were significant antecedents of perceived learning outcomes, and only system quality was a significant antecedent of students’ intention to continue using online learning.
DOI
10.17705/1CAIS.04609
Recommended Citation
Zhao, Y. (., Bandyopadhyay, K., & Bandyopadhyay, S. (2020). Evaluating Complex Online Technology-enabled Course Delivery: A Contextualized View of a Decomposed IS Success Model. Communications of the Association for Information Systems, 46, pp-pp. https://doi.org/10.17705/1CAIS.04609
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