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Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system
ARTICLE

Computers & Education Volume 51, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Although the benefits of e-learning have been discussed in various previous studies; it is a critical issue of better understanding the reasons why some learners are dissatisfied with the e-learning experience. Therefore, this research investigates learners’ satisfaction, behavioral intentions, and the effectiveness of the Blackboard e-learning system. A total of 424 university students were surveyed using a standard questionnaire. The results showed that perceived self-efficacy is a critical factor that influences learners’ satisfaction with the Blackboard e-learning system. Perceived usefulness and perceived satisfaction both contribute to the learners’ behavioral intention to use the e-learning system. Furthermore, e-learning effectiveness can be influenced by multimedia instruction, interactive learning activities, and e-learning system quality. This research proposes a conceptual model for understanding learners’ satisfaction, behavioral intention, and effectiveness of using the e-learning system.

Citation

Liaw, S.S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873. Elsevier Ltd. Retrieved May 25, 2022 from .

This record was imported from Computers & Education on April 18, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ795994

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