Variables Affecting E-Learning Services Quality in Indonesian Higher Education: Students’ Perspectives
This research aims to evaluate and analyze the e variables which influence the quality of e-learning services at the university-level based on the perspectives of students (stakeholders). It seeks to identify factors of e-learning quality and satisfaction and to examine the relationship between the dimensions of e-learning quality, satisfaction, and behavioral intention as perceived by university students.
E-learning is an electronic learning approach that supports online teaching and learning. One of key indicators of the success of e-learning development and implementation is the increased satisfaction of e-learning users. However, research focusing on the service quality of e-learning in universities, especially in Indonesia, has not been widely carried out and has not been comprehensive. Researching the quality of e-learning services in universities, especially in Indonesia, will help to increase the gross enrollment rate (GRE) in tertiary education
This research uses quantitative methods. Research data were obtained by distributing a questionnaire at one of state universities in Indonesia. The study was based on an extension of a service quality model consisting of teacher quality perception represented by factors of assurance, empathy, responsiveness, and reliability, the quality of the Learning Management System (LMS) represented by usability and informativeness, and the quality of lecture materials represented by learning contents. Data collected were analyzed with SmartPLS, using a partial least squares-structural equation model (PLS-SEM).
This research contributes to knowledge in the field of information systems, especially the management of e-learning as an online learning media. Most e-learning research only involves one aspect, for example, teacher quality or service quality. This research investigates several dimensions including teacher quality, LMS quality, and content quality, resulting in a model that incorporates several aspects.
The findings of this research indicate that content quality, teacher quality (empathy, responsiveness, reliability, and assurance), and LMS quality (usability and informativeness) have a significant influence on the quality of e-learning based on the students’ perceptions. However, LMS quality does not have a significant effect on satisfaction. The quality of e-learning and user satisfaction are found to have a significant and positive effect on user intention to engage in e-learning. The findings of this study suggest that satisfaction is very influential and has a higher value than e-learning quality in relation to students’ intention to use e-learning.
The significant influence of the constructs investigated in this research could shape strategies and approaches that are adopted to enhance e-learning service quality and increase the success of e-learning development and implementation, resulting in higher interest in e-learning services, especially in Indonesian higher education.
This work offers a theoretical understanding of e-learning service quality in a higher education institution. We recommend that fellow researchers consider LMS quality, content quality, and user satisfaction as important factors which influence the quality of e-learning services.
For universities, this research provides insights into important indicators of e-learning service quality so that the success of e-learning development and implementation can increase e-learning users’ interest in using e-learning services.
Future studies focusing on e-learning services should incorporate indicators of LMS quality, content quality, and user satisfaction as important factors that influence the quality of e-learning services. Our research is limited to the e-learning of one university in Indonesia. The research might be expanded to a larger scale, including all regions in Indonesia which are represented by several public and private universities.