Abstract

Online learning has become a trend in education over the years with the emergence of Web 2.0 and the advancement in Information and Communication Technologies (ICT). As the organisational spending has risen for providing better learning and training, the expectations for outcomes also have increased. Learning effectiveness can be thought of as one of the parameters to assess the success of online learning. A survey was conducted with 377 higher education students from India who have already taken an online learning course. The study used Structural Equation Modelling (SEM) to understand the impact of personal factors (internet self-efficacy), system characteristics (information quality, system quality, service quality), and engagement (behavioural, emotional, cognitive engagement) on learning effectiveness in online learning through an integration of Social Cognitive Theory (SCT), and DeLone and McLean’s IS success model. The result shows that internet self-efficacy has a positive impact on all types of engagement whereas, system and service quality have a positive impact on emotional and cognitive engagement, and information quality has an impact on only behavioural engagement. Furthermore, all types of engagement have a positive impact on perceived learning effectiveness. Theoretical contributions and practical implications are discussed.

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