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International Journal of Education and Development using Information and Communication Technology, v10 n1 p4-21 2014

This paper examines factors that predict students' continual usage intention of web-based learning content management systems in Tanzania, with a specific focus at Muhimbili University of Health and Allied Science (MUHAS). This study sent a questionnaire surveys to 408 first year undergraduate students, with a rate of return of 66.7. This study adapted the information system success (ISS) model, and it used structural equation modelling (SEM) for data analysis. The results show that quality-related factors (instructor and system) were a key predictor of perceived usefulness and user satisfaction, and that information quality was found to significantly affect perceived usefulness. Further, perceived usefulness was a key determinant of user satisfaction, which in turn predicted continual usage intention of students within the e-learning system under the analysis. The researcher's paper is among the few exploratory studies that examines constructs of IS success model in the e-learning systems in sub-Saharan Africa, and Tanzania in particular, and presents e-learning success factors that should be of value to higher learning institutions management, e-learning systems designers and providers, and instructors when planning and implementing e-learning projects in the region and beyond.

Descriptors: Management Systems, Questionnaires, Undergraduate Students, Structural Equation Models, Electronic Learning, Information Systems, Student Attitudes, Foreign Countries, Prediction, Universities, Educational Quality, Teacher Effectiveness, User Satisfaction (Information), College Faculty, Factor Analysis, Measurement, Validity, Reliability

International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http::ijedict.dec.uwi.edu





Autor: Lwoga, Edda Tandi

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1005&id=EJ1071193



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