Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model
Osama Isaac, Faculty of Business and Accountancy, Malaysia ; Adnan Aldholay, Faculty of Business Management and Professional Studies, Malaysia ; Zaini Abdullah, Faculty of Business Management, Malaysia ; T. Ramayah, School of Management, Malaysia
Computers & Education Volume 136, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
The practice of online learning can appreciably enhance administrative, communicative, and educational qualities, support learning using scarce resources and limited infrastructure, and encourage educational equity through flexible place and time usage. Although researchers have examined online learning usage within multiple situations, the roles of task-technology-fit (TTF) and compatibility as mediating variables have not been investigated through Delone and Mclean's model of IS success. Survey data gathered from 448 students across nine public universities within Yemen was collectively analysed through structural equation modelling (SEM) using SmartPLS 3.0. The findings comprised six primary outcomes, wherein overall quality (service, system, and information qualities) appreciably influences compatibility; compatibility appreciably influences user satisfaction as well as practical use; compatibility mediates associations among overall quality and either satisfaction and practical usage; actual use and the satisfaction of users appreciably influences TTF; the role of TTF presents positive influences performances; and TTF mediates associations among satisfaction and practical usage in one case and performance in another.
Isaac, O., Aldholay, A., Abdullah, Z. & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers & Education, 136(1), 113-129. Elsevier Ltd. Retrieved March 21, 2023 from https://www.learntechlib.org/p/209952/.
This record was imported from Computers & Education on June 3, 2019. Computers & Education is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.02.012
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