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Adoption of E-learning systems: An integration of ISSM and constructivism theories in

higher education

Amer Mutrik Sayaf

PII: S2405-8440(23)00221-9
DOI: https://doi.org/10.1016/j.heliyon.2023.e13014
Reference: HLY 13014

To appear in: HELIYON

Received Date: 26 October 2022

Revised Date: 8 January 2023
Accepted Date: 13 January 2023

Please cite this article as: , Adoption of E-learning systems: An integration of ISSM and constructivism
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Research article

Adoption of E-Learning Systems: An Integration of ISSM and Constructivism Theories in Higher

Education

Name

Department of

A R T I C L E I N F O A B S T R A C T

of
Keywords: Based on constructivism theory and the Information System Success Model, this study suggests a research

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E-learning system, model that examines the factors that influence students’ collaborative engagement and satisfaction in an e-
Interactivity with learning system setting. This study intends to validate the theoretical concepts and the Information System
peers, Success Model (ISSM) on e-learning platforms for user satisfaction and collaborative activity in order to
Information quality,
System quality,
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expand the adoption of e-learning systems in higher education. This research used a questionnaire as the
primary data collection method to obtain information for the study from 300 responses from different
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Users’ satisfaction students at the University of Bisha, who all use e-learning platforms. The results were achieved using
structural equation modeling, a quantitative research technique (SEM-AMOS). All of the study's
hypotheses were supported, according to the findings of the structural model and hypothesis testing. The
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outcomes of peer interaction (IP) and instructor interaction (IL) have a favorable impact on satisfaction and
teamwork, which have a beneficial impact on the usage of e-learning in higher education. This is
advantageous for sustainability as well as the adoption of e-learning systems. Finally, the study
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demonstrates that user happiness and collaborative involvement have a favorable impact on the utilization
of e-learning systems. As a result, universities should promote e-learning as a long-term educational
strategy.
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promote social sustainability by offering environmentally friendly ways to learn.

1. Introduction
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In numerous earlier papers, the success of e-learning projects has been

Prodigious information and communication technology (ICT)
investigated [13].
advancements have impacted nearly every element of modern life with the
Although research tends to focus more on the perspectives of students, usage
Internet's explosive growth. In order to achieve the intended goals and reap the
of the Internet by both students and teachers has shown that it can change the
benefits associated with them, the information system (IS) has become deeply
way that traditional learning methods are used in an engaging online
ingrained in practically every sector, including businesses, organizations,
environment [5,14,15]. The reason for this is that both teachers and students can
industries, and the education sector [1,2]. Due to its improved capacity for
contribute to e-learning platforms. Since it permits access to learning resources
providing high-quality teaching, the education sector is among those promising
without any time or geographic restrictions, the e-learning system (ELS) has
and lucrative industries that are most affected by the adoption of technology.
started to serve purposes other than instruction[7][16].
However, the adoption level of e-learning affects the e-learning environment
As reported in the literature [5,14,15], the teaching and learning systems
[3,4]. The majority of institutions and their managements throughout the world
have undergone amazing changes in the last ten years. An educational approach
presently rely on the Internet and the IS for their educational activities since
called collaborative activity places a focus on teamwork between teachers,
the Internet has made it possible for academic operations to be conducted
students, and administrators [17]. It alludes to one of the most efficient teaching
without restrictions regardless of geographical separations [5].
strategies and involves methods and settings in which students complete a task
It is believed that the e-learning paradigm represents an expansion of the
on which they depend and are accountable to one another. In a cooperative
1980s-era remote learning model of [6–8]. When it comes to continuing
activity, there may be few or many participants (a small or large group), each
education during the present global lockdown brought on by the coronavirus
with a unique set of skills or IQ levels [18–20]. With the help of this teaching
disease 2019 (COVID-19) pandemic, e-learning has proven to be the only
approach, students can participate and communicate their thoughts to the group's
option [9]. All educational institutions throughout the world have made
other members. The approach encourages positive and productive
significant investments in e-learning, and many of the courses that were
communication among participants for a more enjoyable learning environment
formerly offered only in the traditional classroom setting have been
[20].
transformed. According to[10], e-learning and mobile learning are enabling all
Making it feasible for people to employ technology in their discussions of
types of learning, including formal, informal, and non-formal. People are
subjects, including content, viewpoints, encounters, and technologies, is a
obtaining information through mobile devices in a variety of formats and at a
primary goal of a collaborative learning system [21]. They are able to stay
very rapid rate in almost every field. In order to advance the cause of
actively involved and connect their knowledge to the outside world thanks to it.
intergenerational education for sustainable development (SD), a pervasive
By using e-learning as a platform for education, students can create and share
environment for learning at anytime and anywhere has been made available
knowledge, improving their social acceptance and self-representation [5]. In this
through this technology-assisted learning paradigm[11]. The triple bottom line
regard, El Mhouti et al. [22] called for the promotion of more effective group
(TBL), which measures sustainability in three dimensions economic, social,
learning as well as the comprehension of the interaction between students and
and environmental is used [10]. The United Nations has identified education
teachers with reference to their instruction. Students are receptive to new social
as one of the five benchmarks for social sustainability [12]. This paradigm will
media that can aid instructors and students in learning more successfully, collaborative activity and satisfaction to use e-learning for collaborative activity;
despite the fact that they haven't shown much interest in the current channels (ii) investigating relationships between variables; and (iii) making
for connecting with their professors about their training [23]. In light of this, recommendations for future research.
an online collaboration tool and an atmosphere for collaborative activities will
support the students' online collaborative efforts. Despite its many advantages, 1.1 Adoption e-learning system in higher education
e-learning is not widely employed in developed nations for a number of The learning procedures at several University of Bisha universities are now
different reasons. being integrated with various software systems, including management learning
However, several colleges have switched to e-learning in response to the systems (MLS) and Blackboard [15,37,38]. As a result, information and
COVID-19 pandemic in order to maintain their academic programs. In almost communication technology (ICT) has enhanced management communications,
every nation, outbreaks of coronaviruses are currently wreaking havoc on the student-teacher collaboration, interpersonal relationships, and overall
population. Most governments have implemented lockdowns or mobility educational achievement. Furthermore, a lot of studies have shown how effective
restrictions to stop the rapid spread of the virus, which has had a significant e-learning platforms are for delivering distant education. One description of an
impact on every aspect of our everyday lives. Regardless of the economy, the e-learning system is "the combined use of modern computers and information
education industry has been one of COVID-19's major losses. Traditional and communications technology (ICT) to provide teaching, information, and
teaching strategies have changed as a result. In the event of a pandemic, an e- learning content" [39]. An e-learning system is instead characterized as a kind
learning platform can help students and institutions by presenting new of information system (IS) based on Internet technology that offers the student
opportunities [24]. Only a few studies, including those by [25–27], have an infinite number of independent and adaptable teaching and learning
recognized the value of e-learning in high-quality educational offerings. opportunities [38,40,41]. The learning processes have been significantly
Adopting e-learning has many benefits, including increased parental simplified by this technology-based solution [42,43].
participation, access to more cutting-edge or novel learning techniques, Among the crucial components of an e-learning system are benchmarks, the
stronger student motivation, opportunities for self-directed education and learning environment, learning outcomes, cost-benefit analysis, and ISSM
adoption, improved ICT device setup, and more [28]. According to empirical models. A general model assessment of the effectiveness of e-learning programs

of
data, academicians at nearby HEIs only occasionally use online learning is important, according to a body of academic research [15,44–46]. Based on
[29,30]. There is a gap in our knowledge of the causes of the resistance to e- information system theory, academics have proposed and evaluated two models:
learning among academics in neighborhood HEIs, according to a modest body the information system success model (ISSM) and the technology acceptance

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of literature. This makes it possible for academics to look into the factors that model (TAM) [15,44–46]. The findings of their research encouraged the
influence the adoption of e-learning for long-term educational sustainability at establishment of an open-systems paradigm founded on general systems theory,
which operates on widely acknowledged concepts and principles with organized

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institutions of higher learning where blended learning is now optional.
Students frequently utilize mobile devices and the Internet, and and participatory information transmission [47–50].
information technology utilization in the education sector is growing. The e-
2. Research Model and Hypotheses
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learning system has quickly evolved into a requirement for institutions as a Three independent variables system quality, information quality, and
result. The acceptance and adoption of online-based e-learning by students service quality are used in the ISSM Model, which is depicted in Figure 1, to
demonstrate their enthusiasm for it. However, researchers found some
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conceptualize the success determinants of information system attributes.

inconsistencies in their results. Even though mobile services have been added Individually or collectively, each of these independent variables influences
to learning platforms at educational institutions, researchers found that e- "learner satisfaction," and each has an impact on "individual or organization,"
learning and student curiosity aren't doing as well as they could [31,32]. A which influences how effective an information system is (see Figure 1). In [51]
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learner's acceptance of and collaborative activity while using eLearning is proposed an ISSM for measuring IS success in organizations to acquire net
influenced by a range of factors. Therefore, thorough and varied analysis of benefits. They suggested that IS success is a multifaceted and symbiotic
these elements is essential [33,34]. As a result, the focus of this study is on paradigm. Therefore, it is indispensable to study the interrelationships among
how college students wish to use and accept an e-learning system for
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those dimensions and control them. Subsequently, numerous scholars

educational sustainability (ES). According to the study, the COVID-19 suggested some reforms to this model[42][48]. Consequently, in [39]
pandemic has caused researchers to pay greater attention to e-learning because incorporated some of the changes that scholars suggested and accordingly
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it is the only way to continue academic pursuits. For students interested in restructured their old model with the updated ISSM, as illustrated in Fig. 1.
educational sustainability, the fear of COVID-19 has precluded a link between They decided to augment the dimensions of service quality and user
external circumstances and user satisfaction with an e-learning system [35,36]. satisfaction. The new model cited service, system, information quality, system
This study objective to investigate the factors that influence interactive use, and user satisfaction as the critical success factors that lead to the adoption
with peers, interactive with lecturers, engagement, perceived technology fit, of e-learning systems. The researchers contended that if IS success evaluation
information quality, system quality, service quality and illustrate the mediating is desired, then the factors influencing its subsequent use are service, system,
role of users’ satisfaction and collaborative activity factor in the relationship information, and quality. User satisfaction and collaborative activity are the
between system independent factors and adoption of e-learning systems in outcomes of positive or negative adoptions that will promote the use of IS[52].
higher education. On the other hand, a few study frameworks can forecast a Moreover, the research model studies all aspects of constructivism (interaction
student's BI. This study was motivated by the lack of a framework to predict with peers, interaction with lecturers, engagement, and collaborative activity).
students' intention to use and adoption of an eLearning system (AE). However, So, this learning will utilize constructivism [53][54] to support a fundamental
these techniques encourage item reuse rather than facilitating collaborative idea: learning is a constructive and active method. Furthermore, our research
work carried out through communication and collaboration among writers. will use the ISSM pioneered by [51][53]integrated with constructivism.
This study provides three new insights into how student intent to use an e-
learning system for collaborative activity and learner satisfaction can improve
e-learning system adoption by (i) identifying variables that affect student
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Figure 1. Research model

2.1. Interactive with peer

According to [55], interaction should be emphasized and studied in all -p
2.2. Interactive with lecturers
Numerous studies have examined the use of social media and mobile
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forms of education, whether in-person or online. It is a process that gives devices in higher education for interacting with peers. 90% of professors [71]
students the opportunity to look for new information and develop connections use social media for either professional or academic purposes outside of the
with their teachers, fellow students, and the subject matter of their learning classroom. The most popular websites for professional outcomes are Facebook
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activities [56]. It has been discovered that learning activities play a significant and YouTube, with over two-thirds of the teachers using one of these platforms
role in shaping students' learning outcomes [57]. The most important for class sessions and 30% posting content to encourage students to read and
component in determining students' satisfaction with online learning and study resources [71–73]. Social media and mobile device use in higher
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learning results, according to a cross-country survey undertaken by [57] education is a relatively new phenomenon with a largely unexplored research
during the COVID-19 epidemic, was interaction. area. According to a survey of Economics faculty students at the University of
Due to technological limitations, interactions in online learning have been Mortar in Bosnia and Herzegovina [54,71], students are prepared to actively
noticeably underdeveloped [58], and the importance of interaction has been use social networking sites (like SlideShare, etc.) for learning, notably e-
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largely ignored in the literature on distance education [59]. Interaction, which learning and communication. Social media is already utilized for information
is a crucial part of e-learning systems, has not been properly defined or sharing and the sharing of materials. The majority of faculty members utilize
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underlined in the research on remote education, according to [60]. But social media for professional purposes, share content with distant students, and
according to the research done by [61], there is more interaction and cooperate using mobile devices and social media, according to a survey by the
enjoyment in face-to-face classes than there is in online ones. U.S. Department of Higher Education. A better learning environment is also
Three dimensions of interaction can be distinguished: interaction with made possible by the interactive features of online and mobile technology.
teachers, interaction with peers, and interaction with the subject [56]. According to 308 graduate and postgraduate students at University of Bisha,
According to [62]. According to [62], regular communication with teachers there is a good correlation between online conversation, file sharing,
accounts for 60% of students' satisfaction with online learning, particularly at information sharing, entertainment, and learning [74].
the beginning of a course. H3: User satisfaction will increase as students interact with lecturers.
This is due to the fact that in an online learning environment, instructors H4: Collaborative activity will benefit from interaction with the professor.
must provide each learner with advice, direction, and assistance based on their
specific needs; conduct formal and informal evaluations; ensure that learners 2.3. Engagement
are making progress; inspire learners; and support learners in applying what The physical and mental effort that a student puts into activities that are
they have learned [56,63]. Additionally, [64] argued that learner-learner educationally useful has been defined as "student engagement" in all types of
contact in online learning, which enables students to engage, share, and education [75,76]. This idea has been connected to various aspects of learning,
discuss ideas as well as participate in group activities, is crucial for both including completion rates, academic success, and learning satisfaction [77–
student enjoyment and academic performance. 79]. According to past research [80,81], student involvement is a complex
Additionally, social interaction with classmates promotes high levels of concept with three core substructures: behavioral, emotional, and cognitive
student satisfaction with a course [65]. In a similar vein, it has been found engagement. Student behaviors such as attending class and taking part in
that contact with the material is highly related to the caliber of the course learning activities while abiding by social and institutional norms are
material, which in turn influences student satisfaction [66]. Learners are more specifically connected with behavioral engagement [82]. "Emotional
motivated and content when the content is of higher quality [67,68]. On the participation" [83] is the term used to describe students' emotional reactions,
other hand, a few studies indicated that user satisfaction in several US both positive and negative, to the educational process and classroom activities.
Massive Open Online Courses was unaffected by learner-learner or learner- Additionally, learning efforts made by pupils, such as academic self-control
instructor interactions [69,70]. In order to create interaction, this study and learning tactics or approaches, are referred to as "cognitive engagement"
combines these two elements. [78,83]. According to [84], all three aspects of student involvement are
H1: Interacting with peer pressure will increase user satisfaction. interrelated since learning requires students to participate physically
H2: Interacting with peer pressure will have a good effect on t Collaborative (behavioral) as well as psychologically (emotionally and cognitively). Students
activity. will be more likely to be unsatisfied with their learning if they don't participate
in it in any way [78,85]. Therefore, this study suggests the following:
H5: The influence of student participation will increase user satisfaction. 2.7. Services quality
H6: Student participation will have a good influence on Collaborative The DeLone and McLean model was updated to include this additional
activity. architecture [51]. The DeLone and McLean model [106], which assumed direct
correlations between service quality and both utilization and user satisfaction
2.4. Perceived technology fit in their model, is related to the significance of this construct as a measure of
According to Goodhue and Thompson (1995), in terms of task-technology information systems performance. The information systems field has used the
fit (TTF), the properties of a technology are matched with its task features construct. For instance, [105] in an online buying system established the link
shortly before customers embrace it[86]. Even while people may recognize between SRQ and satisfaction. According to [107], the direct correlation
the benefit of a technology, they will not be able to perform any better if it is between SRQ and use in an e-government system is considerable. Similar to
not well suited to the work at hand [87]. E-learning solutions are routinely this, the association between SRQ and satisfaction in the context of e-learning
developed to assist users in carrying out a variety of learning-related tasks was found to be significant in the [108]models. In the study conducted by[109],
efficiently [11]. Task-technology fit is essential for examining the acceptance it was demonstrated empirically that the association between SRQ and
of e-learning by combining many perspectives on the fit based on technology. perceived usefulness provided in the conceptual model created by [110]was
When establishing the task-technology fit, one might take into account how substantial.
well a system's operational activities satisfy a person's job requirements H13: The influence of service quality will increase user satisfaction.
[86,88]. The task-technology fit describes the connection between H14: The effectiveness of the services' quality will have a favorable effect on
organizational needs, personas, and how well a mobile technology system collaborative activity.
works [89]. Additionally, the relationship between task-technology fit and the
performance criterion has been established, which may be applied in the 2.8. Collaborative activity
broader context of evaluating how information technology affects a person's To make up for the loss of interaction in e-learning, collaborative activity
performance [86,88]. is a sort of engagement and socialization process that encourages involvement,
H7: The influence of perceived technology fit on user satisfaction will be interaction, and communication, whether in a virtual community or in person

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favorable. [103]. In this study, the instructor assigns specific assignments or projects to
H8: The perception of technology's suitability will have a favorable effect on groups of students [103]. Each group works on tasks independently, with
Collaborative activity. support from one another, and shares and evaluates the results of the

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assignments among group members [111]. These activities are necessary to
2.5. Information quality foster dedication, guarantee higher thinking in learners, and promote long-term
Information quality is a major and critical aspect in evaluating the growth [54]. The instructor's leadership in the students' real commitment will
effectiveness of information and e-learning systems due to the crucial role
that information plays in achieving learning objectives and the significant
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have a significant impact on having a meaningful educational experience, even
though it is a little less regimented but still an important component of learning
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challenges that arise from poor information quality[90]. The relationship [112]. Students improve their ability to communicate with their peers to solve
between INQ and utilization as well as user satisfaction was examined using difficulties or plan social events as a result of the online learning environment
the [39] model. Using information systems literature, [91] show that there is [22,113]. In order to establish collaborative learning through online learning in
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a strong correlation between information quality and use. Studies by [92] for higher education, there are some essential conditions that need to be addressed.
knowledge management systems and [93] for health information systems The development of active collaborative learning and the encouragement of
also came to the same conclusion. According to [94,95], they demonstrated a cognitive abilities such as reflection and metacognition serve as representations
substantial link between perceived utility, user satisfaction, and information of these situations [113,114]. According to some researchers, including [115],
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quality in the same setting. Researchers in e-learning have empirically the use of online learning by students to complete their assignments has a
examined the connections between information quality and each of the three favorable impact on their level of learning.
notions of usage, satisfaction, and usefulness. For instance, [96,97] H14: User satisfaction will increase as a result of collaborative activities.
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discovered a substantial correlation between information quality and both use

and satisfaction with the LMS. In [98] study of e-learning systems in an 2.9. User satisfaction
organizational environment, the association between information quality and The cognitive congruence between user satisfaction and website quality is
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perceived utility was shown to be substantial, and [99] found a similar result known as satisfaction [115]. According to [116] study on e-learning courses,
with web-based LMSs [100]. the satisfaction of the class is strongly connected with service quality, system
H9: The influence of information quality will have a favourable effect on user quality, and particularly information quality. According to e-learning studies
satisfaction. [117], individual variances in learning preferences can affect satisfaction. Our
H10: A favourable impact on collaborative activity will result from main concern is whether students in the context of higher education are content
information quality fit. with the outcomes of e-learning, as was already mentioned. Therefore, a variety
of variables may have an impact on how satisfied the students are. This idea is
2.6. System quality supported by studies on student satisfaction with e-learning outcomes [118] and
The LMS platform is the main setting for knowledge transfer in e-learning earlier investigations of the theory behind what motivates student-student
[100]. As a virtual classroom, it serves to accomplish learning objectives by interaction, efficient help, learning resources, and the learning environment
checking attendance, grading students, and even encouraging student [119]. According to [120], there are six factors that affect how enjoyable e-
interaction [100]. A few system quality criteria are required [101]. The learning is perceived. Similar to this, [121] asserted that interactive learning
platform is implemented by the Center for Teaching and Learning at the environments, perceived self-efficacy, and felt concern may have an impact on
University and requires Internet compatibility (on Internet Explorer or reported satisfaction. Users' satisfaction with using an e-learning system has
Google Chrome browsers) in order to be accessed [102]. To use in a been reported to have a substantial impact on users' intention to use an e-
performance, the pre-recorded video files are downloaded. The LMS learning system, which in turn has a big impact on the quality of the system,
platform's system stability determines how well the downloaded resources the information, and the service [121]. Thus, we infer that a number of potential
display [103,104]. In this study, stability, download speed, and accessibility factors may have an impact on how satisfied users are with their e-learning
are considered to be the three most important aspects of a good system. These experience.
system features are used in the ISSM Model in order to investigate the H15: The acceptance of e-learning will be positively influenced by user
connection between system attributes and learner satisfaction [105]. This satisfaction.
study makes the supposition that if the system requirements are met, learner
satisfaction will increase. 3. Research Methodology
H11: The influence of system quality will have a favorable effect on user Almost 350 university students were surveyed; a total of 300 questionnaires
satisfaction. were returned, resulting in an 85.7% response rate. 50 questionnaires were
H12: The influence of system quality fit will have a favorable impact on found to be missing information after manual screening; they were thus
collaborative activity. disqualified. In support of such exclusions, [122] argued that outliers must be
considered since they might cause incorrect statistical inferences. As a result,
300 questionnaires in total were reliable and valid, and the learning system 2.8561 (0.25)
𝑆𝑆 =
has been promoted by several institutions, including those in Saudi Arabia. 0.0025
As a result, the purpose of this study is to use empirical research to construct 0.7140
𝑆𝑆 =
a model for measuring the adoption of an e-learning system (AE). The study’s 0.0025
sample comprised students with both undergraduate and graduate degrees SS= 285.6
who utilized e-learning. Demographic data was requested from the
respondents in the first part. The second segment, which contained 50 items, The COVID-19 situation restricting physical movement necessitated
was devoted to measuring the research model's components. A five-point administering the questionnaires online via emails and Google Form links. Both
Likert scale was utilized for items including ISSM and constructivism undergraduate and graduate students received an online version of the
theories, model constructs, and demographic data, with one indicating strong questionnaire. User satisfaction and collaborative engagement were affected by
disagreement and five suggesting strong agreement. The measurement the interconnected components of e-learning systems. Therefore, each and
model’s validity and reliability were evaluated using Amos version 23 and every one of the variables satisfies the Cronbach alpha coefficient, which
SPSS Statistics version 26. Table 1 reveals that 109 (36.3%) were female and ranges from 0.70 to 0.90. Cronbach's reliability coefficient, which is 0.920, is
191 (63.7%) were male. In addition, 34 respondents (11.3%) were between examined in the reliability analysis. The inter-construct correlations linked to
the ages of 18 and 22, 86 respondents (28.7%) were between the ages of 23 the variable (IC) had to be less than 0.80, the AVE rate had to be greater than
and 28, 124 respondents (41.3%) were between the ages of 29 and 34, 46 or equal to 0.5, and the AVE square had to be higher [123]. These three criteria
respondents (15.3%) were between the ages of 35 and 40, and 10 respondents were used to assess discriminant validity. Additionally, loadings of confirming
(3.3%) were over the age of 41. For the model’s goodness of fit, factor factors of 0.7 and higher were discovered. Cronbach's alpha scores of 0.70 or
loadings were utilized to establish build validity, composite reliability, above and composite dependability were deemed acceptable [122].
Cronbach’s, and convergence validity, as stated by Jung et al. (2008).
Cronbach’s was found to be 0.920 based on standardized items. The 3.2. Measurement model analysis
reliability coefficient (Cronbach's) for final test designs is shown in Table 4; For university students, 300 sample questionnaires were given out. All of
them have proven to be helpful. The construction components confirmed that

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all variables were found to be appropriate. For more details, see Table 4.
prior investigations had supported the material validity of the measurement
Table1. Demographic profile scales. The survey form that was chosen was as follows: Interactivity with peers

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Items Description N % and lecturers was adopted from [124,125]; perceived technology fit from [126];
Gander Male 191 63.7 engagement from [127,128]; information quality from [7,11,129]; system
quality from [129][7]; service quality from[7,11,129]; users' satisfaction from

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Female 109 36.3
[7,11,130]; collaborative activity from [131]. In the end, adoption of e-learning
18 – 22 34 11.3 systems was adopted from [7,132] and any permissible outside loading.
23 – 28 86 28.7
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Age
29 – 34 124 41.3 4. DATA ANALYSIS
35 – 40 46 15.3 4.1. Measurement Model and Validity and Reliability Analysis
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41– Above 10 3.3 SEM was used in this work as a key statistical method in AMOS 23 to
Science &Technology 150 50.0 examine the outcomes depending on CFA. Over convergence was investigated
Social Science 81 27.0 using this model [123]. Additionally, according to [122], "goodness-of-fit"
Specialization Management 49 16.3 techniques such as standard chi-square, chi-square, RFI, TLI, and the IFI, the
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Others 20 6.7 model fits well when the CFI value is greater than or equal to 0.90.
Additionally, as shown in Table 2, where "RMR" is acceptable, the "RMSEA"
complies with the recommended standard of less than or equal to.08 to support
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the needed suit [122]. The model's suitability indices, specifically, are AVE and
3.1. Data collection analysis CA. To satisfy all parameters, CR values between 0.895 and 0.926 are
300 undergraduate and graduate students (local and international) at the acceptable, as are CA values between 0.895 and 0.928. Furthermore, the AVE
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University of University of Bisha responded to a structured questionnaire varied between 0.631 and 0.722, exceeding the anticipated value of 0.50 (see
using a 5-point Likert scale to gather the results. Based on these analyses, the table 4). This suggests that all of the loading factors are significant and above
sample size of this study (N = 300) is acceptable according to Krejcie and the threshold of 0.50, satisfying the presented correlations [122][123] and
Morgan (1970). A structured physical survey was used to collect data from measuring the independent, mediator, and dependent variables mentioned in
students at University of Bisha in Saudi Arabia to test the theoretically Fig 2. These variables are measured in Table 3 and are independent, mediator,
developed model. The sample size was determined by using the following and dependent variables.
formula:
𝑥 2 (𝑝)(𝑞) Table2. Records of the good features of the measurement model
𝑆𝑆 = Model χ2/df CFI TLI SRMR RMSEA
𝑒2
Where SS = Sample Size; Z = 1.96 (95% confidence level); P = Target ≤ 5.0 ≥ 0.90 ≥ 0.90 ≤ 0.09 ≤ 0.08
prevalence level (0.5 used for sample size needed); Q = (1 − p); E = error term Model 1 (Final model) 2.52 0.925 0.914 0.048 0.061
(0.05). By inserting values into the formula, the sample size would be:
1.692 (0.50)(0.50)
𝑆𝑆 =
0.052
Table3. Validity and Reliability
IL PTF EN IP SEQ SQ IQ CA US
IL 0.857
PTF 0.345 0.762
EN 0.238 0.442 0.783
IP 0.584 0.261 0.222 0.832
SEQ 0.347 0.350 0.295 0.260 0.710
SQ 0.577 0.383 0.354 0.563 0.361 0.834
IQ 0.585 0.303 0.270 0.547 0.321 0.580 0.844
CA 0.639 0.332 0.193 0.609 0.319 0.606 0.588 0.899
US 0.613 0.381 0.314 0.610 0.279 0.631 0.578 0.623 0.843
AE 0.564 0.320 0.207 0.514 0.355 0.582 0.647 0.574 0.578

Table4. Load, CR , AVE, Alpha,

 Construct Items Load CR AVE Alpha
Interactive with peer IP_1 0.875 0.913 0.679 0.911
IP_2 0.832
IP_3 0.690
IP_4 0.882
IP_5 0.826
Interactive with lecturers IL_1 0.850 0.914 0.680 0.912
IL_2 0.839
IL_3 0.851
IL_4 0.829
IL_5 0.750
Perceived technology fit PTF_1 0.795 0.895 0.631 0.895
PTF_2 0.819
PTF_3 0.833
PTF_4 0.751
PTF_5 0.772
Engagement EN_1 0.782 0.895 0.632 0.895
EN_2 0.798
EN_3 0.846
EN_4 0.784

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EN_5 0.760
Information quality IQ_1 0.844 0.925 0.713 0.925
IQ_2 0.851

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IQ_3 0.843
IQ_4 0.860
IQ_5 0.822
System quality
-p
SQ_1
SQ_2
SQ_3
0.819
0.825
0.827
0.912 0.674 0.909
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SQ_4 0.828
SQ_5 0.805
Services quality SEQ_1 0.892 0.912 0.677 0.908
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SEQ_2 0.902
SEQ_3 0.822
SEQ_4 0.630
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SEQ_5 0.837
Collaborative activity CA_1 0.872 0.922 0.703 0.920
CA_2 0.817
CA_3 0.777
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CA_4 0.830
CA_5 0.891
User satisfaction US_1 0.789 0.899 0.639 0.897
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US_2 0.818
US_3 0.804
US_4 0.814
US_5 0.772
Adoption of e-learning AE_1 0.862 0.906 0.926 0.722
AE_2 0.876
AE_3 0.873
AE_4 0.797
AE_5 0.838
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na
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FIGURE 2: Outcomes of the proposed model for all response groups

4.2. Structural equation model analysis constructs; fifteen of them were accepted, and only two were rejected: "no
The route modeling analysis was used to investigate how peer interaction, engagement between users for CA (0.06-H7), and "no service quality for CA"
lecture interaction, and engagement factors influenced the use of e-learning (0.03-H14), "IP have on e-learning system having user satisfaction (0.24-H1)
systems, as well as constructivism and ISSM as perceived technology fit, and collaborative activity (0.26-H2), "IL have on e-learning system having user
information quality, system quality, and service quality factors on e-learning satisfaction (0.24-H (0.15-H8), IQ is related to US with an e-learning system
utilization for user satisfaction through collaborative activity. The results are (0.11-H9) and collaborative activity (0.17-H10), SQ is related to US with an e-
given and evaluated in light of the results of the hypothesis testing. The learning system (0.26-H11) and collaborative activity (0.25-H12), SEQ is
structural equation model was examined by the authors using CFA in the next related to US with an e-learning system (0.26-H13), collaborative activity is
step of the process. Because all of the assumptions established between the related to US with an e-learning system (0.14-H15), and adoption of an e-
fifteen fundamental components, or hypotheses, were accepted, Fig. 3 shows learning system (0 (0.44-H17). In addition, Figures 3 and Table 5 illustrate the
the structural model. The structural model is presented in Table 5, which path coefficient and loading value of the path lines inside the Amos. Only two
demonstrates that the model's key statistics are quite robust, indicating of the fifteen hypotheses that were put forth for this study were rejected. In
applicability and a useful model for verifying the assumptions. All initial detail, as proposed for the relationships between interactivity with peers and
hypotheses were supported by the study's findings, which show that e- users' satisfaction (H1) (β = 0.236, t = 4.760), and Collaborative activity (H2)
learning positively affects the adoption model in higher education. The results (β= 0.257; t = 4.784), the hypotheses are supported. For the relationship
also support theories concerning the direction of the interaction between the between interactivity with lecturers and users' satisfaction (H3) (β= 0.178; t =
structural model and the variables in the model. The un-standardized 3.434), and Collaborative activity (H4) (β = 0.277; t = 4.937), the hypotheses
coefficients and standard errors of the structural model are presented in Table are supported. The hypotheses H5 and H6 is also supported where perceived
4. Figure 3 depicts all of the hypotheses between the seventeen key technology-fit is significantly predicted by users' satisfaction (β = 0.115; t =
2.637) and collaborative activity (β = 0.105; t = 2.162). Moreover, the role of service quality and user satisfaction (H13) is also reported (β = -0.111;
significant role of engagement and user satisfaction (H7) is also reported (β= t = -2.697) and the hypothesis is accepted. In the same way, the results for
0.064; t = 1.558) and the hypothesis isn't accepted. In the same way, the service quality and collaborative activity (H14) (β = 0.028, t = 0.597) indicate
results for engagement and collaborative activity (H8) (β = -0.150, t = -3.287) Unsupported. Furthermore, results for collaborative activity to users'
indicate support. For the relationship between information quality with users' satisfaction and Adoption of e-learning system (H15, H16), (β = 0.140, t =
satisfaction (H9) (β = 0.111 t = 2.267) and information quality with 2.713) and (β = 0.334, t = 5.634) indicate support for the hypotheses. Finally,
collaborative activity (H10) (β = 0.167, t = 3.103) are accepted. For the users' satisfaction is also informed to be a significant predictor for Adoption of
hypotheses H11 and H12, the direct effect of system quality on users' e-learning system for educational sustainability (H17) (β = 0.438, t = 7.163);
satisfaction (β = 0.263, t = 4.933) and system quality on collaborative activity the hypothesis is supported.
(β = 0.248, t = 4.258), the hypotheses are accepted. Moreover, the significant

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Figure3: Results for the proposed model

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5. Discussion and Implication higher education. To put it another way, before university students and
By creating a research model centered on the function of collaborative instructors will adopt e-learning for long-term educational sustainability, they
activity as a source of sustainability in higher education, this study enhanced must see proof of collaborative activity and user satisfaction. E-learning ought
our theoretical understanding of how to employ e-learning as a source of to be widely adopted and offer straightforward instructions. The results also
educational sustainability. This study demonstrates the beneficial showed how crucial it is for instructors to explain how students should use
relationships between the characteristics of the learning environment and online learning to study course material because users' acceptance of online
learner retention. It also highlights the link between learner satisfaction and learning for long-term educational sustainability grows with their satisfaction
the instructor's participation in the online learning environment. This is one with it. In order to examine the factors influencing the adoption of an e-learning
of the first studies to look at how e-learning is used for teaching and learning system for teaching and learning in higher education, this study included the
in higher education at University of Bisha using constructivism theory and ISSM model, which successfully explained the adoption practice of e-learning
the ISSM paradigm. Users' satisfaction and collaborative activity learning are during COVID-19 as perceived by students in higher education from students'
significantly influenced by their interactions with peers, lectures, and lecturers' universities. The research model takes into account the
engagement, perceived technological fit, information quality, system quality, implementation of e-learning for teaching and learning in higher education as
and service quality (see Figure 3). The adoption of e-learning systems for well as the constructivism theory parts IP, IL, PTF, EN, IQ, SQ, SEQ, US, and
long-term educational sustainability was impacted by the degree of user CA. Therefore, the study model determines that constructivism theory variables
happiness and collaborative participation. As a result, the findings supported and the ISSM model have the biggest impact on user satisfaction and adoption
the established hypotheses and the design of the research methodology. The of e-learning systems for educational institutions when used as a teaching and
findings demonstrate that collaborative involvement had an effect on users' learning tool.
satisfaction with the usage of e-learning tools for teaching and learning in

TABLE 5: Hypothesis testing results of structural model.

H Factors Estimate S.E. C.R. P-value Results

H1 IP------> US 0.236 0.050 4.760 0.000 Accepted
H2 IP------> CA 0.257 0.054 4.784 0.000 Accepted
H3 IL ------> US 0.178 0.052 3.434 0.000 Accepted
H4 IL ------> CA 0.277 0.056 4.937 0.000 Accepted
 H5 PTF------> US 0.115 0.044 2.637 0.008 Accepted
H6 PTF------> CA 0.105 0.049 2.162 0.031 Accepted
H7 EN------> US 0.064 0.041 1.558 0.119 Rejected
H8 EN------> CA -0.150 0.046 -3.287 0.001 Accepted
H9 IQ------> US 0.111 0.049 2.267 0.023 Accepted
H10 IQ ------> CA 0.167 0.054 3.103 0.002 Accepted
H11 SQ ------> US 0.263 0.053 4.933 0.000 Accepted
H12 SQ ------> CA 0.248 0.058 4.258 0.000 Accepted
H13 SEQ ------> US -0.111 0.041 -2.697 0.007 Accepted
H14 SEQ ------> CA 0.028 0.046 0.597 0.550 Rejected
H15 CA ------> US 0.140 0.051 2.713 0.007 Accepted
H16 CA ------>AE 0.334 0.059 5.634 0.000 Accepted
H17 US ------> AE 0.438 0.061 7.163 0.000 Accepted

The results show that peer interaction plays a key role in learning, education during the epidemic. The students expressed agreement that they had
supporting hypotheses H1 and H2, and showing that IP has a positive impact a strong internal motivation for and favorable views regarding their online
on users' satisfaction with and involvement in collaborative activities related learning, and that they actively engaged in it [54,71].
to the use of e-learning in education. To put it another way, the high IP factor To put it another way, the growing use of an e-learning system as a
and appropriateness of the e-learning system encourage user satisfaction and collaborative activity in education is a result of increased engagement with and

of
collaborative learning. The benefits of e-learning and the main intellectual acceptance of the system. Numerous scholars have looked into the importance
property that goes with it have been extensively studied by academics. The of involvement in the area of e-learning. The results of this investigation thus
results of this investigation thus support earlier findings [71,133]. The results lend support to past studies [54,71,137].

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of the study provide significant evidence for the interactivity with lectures The study's findings also show a strong relationship between information
variable, confirming hypotheses H3 and H4 that interactivity with lectures quality with user satisfaction and collaborative engagement for e-learning use
has a favorable effect on users' satisfaction and collaborative learning. Or, to as educational sustainability, lending support to the hypotheses (H9 and H10).
put it another way, when an e-learning system is acceptable and simple to use,
the higher interactivity with lectures contributes to improved user satisfaction
-p This demonstrates that user satisfaction and collaborative engagement are
influenced by the quality of the information available. Information quality
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of the e-learning system in education and subsequently increased factors such as providing students with sufficient and required information,
collaborative engagement. concise and clear information, updated content, and an attractive design of the
The advantages of interactive lectures in the context of online learning content are important for students to enjoy and enjoy their experience with e-
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have been examined by several academics. The study's findings support learning and contribute to their overall satisfaction. Students can complete their
previous connections between factors [71,133,134]. Therefore, using e- learning assignments more rapidly thanks to the e-learning system's
learning to connect with mentors and peers leads to improved user happiness organization of the content and information into logical and understandable
and collaborative activity, which in turn affects e-learning adoption. The components[54,71].
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higher education authority should offer a space where students can develop Moreover, the increased information quality encourages continued use of
their intellectual abilities. According to the empirical study, communication the system as a long-lasting educational tool, demonstrating that technology is
devices let students recover information and communicate with others in real- appropriate when an e-learning system influences information quality and is
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time regarding sharing the contents of learning materials, which increases deemed acceptable. Prior studies have looked into the importance of
student satisfaction. Additionally, such advanced communication tools would information quality in the context of e-learning. As a result, the findings of this
be more beneficial for students who are uncomfortable speaking in front of study support prior connections between variables [11]. These findings,
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their peers; teachers might become more accessible online for collaborative however, did not agree with those of the earlier studies [7].
learning and teaching in a global setting[10]. Additionally, this study's results significantly support the system quality
The study's findings also validate Hypotheses H5 and H6, providing variable, confirming hypotheses (H11 and H12), demonstrating that system
strong evidence that the perceived technology-fit (PTF) component has a quality affects users' satisfaction and collaborative activity for e-learning use as
positive effect on users' satisfaction and collaborative engagement. When e- a sustainable educational practice.
learning is desirable and appropriate in educational institutions, a greater Our research shows that students view an e-learning system's usefulness in
perceived technology-fit factor contributes to increased user enjoyment and providing helpful functions for efficient learning when it offers high-quality
group participation. functions to achieve learning goals and tasks and facilitate the learning process.
According to the results, a number of dimensions, including perceived Additionally, if comparable capabilities are offered, students may constantly
technology fit, showed a favorable and substantial link with students' access course materials, interact with their peers, and communicate with
happiness, indicating a rise in their usage intentions and an impact on their instructors, they will view the system as valuable. According to[138], these
performance. These studies' findings about the important benefits of elements lead to students' happiness and collaborative activity with the system
perceived technological fit, user pleasure, and collaborative engagement are and improve their willingness to use the system.
supported by earlier research. Thus, it can be concluded that before choosing In the context of e-learning, previous studies have emphasized the
to use e-learning, students assess its suitability for fulfilling their academic significance of system quality. Thus, the findings of this study support earlier
needs and its relevance to their education. Thus, the outcomes of this study conclusions [7,11] about the connections between numerous parameters. The
support previous findings of numerous connections[36,126,135]. findings categorically support hypothesis (H13) and demonstrate that student’s
satisfaction is positively impacted by student involvement in educational
The next parameter is engagement; the results of the study did not support institutions. They also clearly support the service quality component. On the
the relationship between engagement and the users' satisfaction variable, other hand, hypothesis (H13) shows that user satisfaction and using the e-
supporting hypothesis (H7) that engagement does not have a beneficial effect learning system have a relationship.
on users' contentment. These findings, however, did not agree with those of Our research suggests that students' happiness and collaborative activity
the earlier studies[71,136]. Furthermore, the study's results substantially with the e-learning system enhance if they obtain appropriate technical support
support the engagement variable, confirming hypothesis (H8) [127] and services from a help desk or technical staff. Students who receive high-quality
showing that engagement influences collaborative activity for teaching and technical support from technical staff have a higher perception of the value of
learning in higher education positively [54,71]. the e-learning system, which improves their use of it.
The students' high levels of involvement, contentment, and collaborative The results demonstrate a substantial and positive association, supporting
activity further suggested that they valued the benefits of their online the premise. The results of this investigation thus support earlier findings of
 various correlations [11]. While the study's results disproved the relationship technology, such as how it can be used to deliver course content or accomplish
between service quality and collaborative activity, they didn’t support other long-term learning goals. As a result, students will be more motivated to
Hypothesis (H14), which states that service quality doesn't have a beneficial use and implement e-learning for the long-term success of education. Although
influence on collaborative activity. In other words, students' perceptions of this research demonstrates that there is statistical support, it has a number of
the collaborative nature of the e-learning system and the system's use are drawbacks. Since all of the respondents in this sample are from the same
unaffected by the quality of services provided to them by IT employees. university, more participants from different majors would be required in future
These findings, however, did not agree with those of the earlier studies. Since the sample lacked qualitative evidence, it was founded on
studies[7][71]. Both H15 and H16 were positively correlated with the students' expectations, which might not coincide with teachers' perspectives. It
collaborative activity, with the adoption of e-learning platforms and user is suggested that follow-up studies be conducted in other countries.
satisfaction having greater effects. When an e-learning system improves
collaborative activity, user satisfaction and e-learning system adoption rise in 6. Conclusion and Future Work
direct proportion. Several studies have looked at the importance of teamwork E-learning is expected to become a common method of instruction and
in the world of online learning. As a result, using e-learning for group projects learning in higher education. Given the system's importance in promoting
that satisfy mentors and peers leads to improved student engagement, which globalization and regional integration, developing economies, which strive to
in turn influences how readily students embrace e-learning systems. The catch up with their counterparts in advanced economies, are currently stepping
higher education authority should offer a space where students can develop up their adoption and/or deployment of e-learning systems. In order to create
their intellectual abilities. According to the empirical study, it can be effective adoption and/or implementation policies, governments and
concluded that engaging in collaborative activities helps students find policymakers in emerging economies must be aware of the relevant
information and communicate with others about the contents of educational considerations. This study looked into the crucial factors that influence users'
materials in real-time. satisfaction and cooperative behavior among distance learning students at
Therefore, this study's findings are consistent with earlier ones [103,139]. University of Bisha. The constructivism theory and information systems
Last but not least, the study's results show that the users' satisfaction variable success model served as the study's guiding principles. A survey instrument

of
has a substantial correlation with the adoption of e-learning systems in was filled with 300 valid replies from University of Bisha distance education
schools, confirming Hypothesis (17). To put it another way, the more users users after questionnaires were distributed to university students.
who are satisfied with an e-learning system, the more likely it is to be used in This research used Version Amos 23 of the Amos paradigm to process and

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educational settings. Numerous academics have looked into the value of user examine the information obtained from the surveys. The measurement and
satisfaction in the context of e-learning. As a result, the findings of this study structural models underwent evaluations. In answer to the research questions,
we find that, first, peer interaction, interactive lectures, information quality,

-p
support earlier connections between variables [7][140].
system quality, and service quality are the characteristics that influence users'
5.1 Theoretical and practical implications satisfaction and collaborative behavior of distance learners. Second, according
re
The first contribution of this research is the creation of a multi- to our findings, a strong predictor of learning outcomes for distant learners in
dimensional, all-inclusive model for assessing the effectiveness of e-learning. an online learning environment is contentment. The links between determinants
The model was created based on a thorough assessment of the literature and of users' satisfaction and the collaborative activity of distance learning students
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consideration of four methods for determining if e-learning is successful: the at University of Bisha were shown to be mediated by users' satisfaction and
constructivism theory and the ISSM model. Because various viewpoints have activity. It is crucial to maximize educational institutions' e-learning
been taken into account in relation to various aspects of interaction with peers expenditures because it was discovered that users' satisfaction and collaborative
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and lecturers, perceived technology fit, engagement, information quality, engagement were efficient mediators of the relationship between each of the
system quality, service quality, users' satisfaction, collaborative activity, and instructor characteristics and the adoption of an e-learning system by distance
adoption of e-learning systems, and because these encompass the key learning students. It is crucial to examine different contexts and settings for
elements of the existing approaches, this new model is believed to be qualities that could influence how e-learning is employed during epidemics like
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comprehensive. COVID-19. Even though this research reveals meaningful information

Second contribution: this study went a step further and provided an regarding factors affecting collaborative activity and user satisfaction with e-
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empirical analysis of the model created by including the variables that affect learning by students, Still, some limitations exist, like the fact that data was
the uptake of e-learning systems. Interactivity with peers and lecturers, collected from students of King Saud University only. It is advised that the
perceived technological fit, engagement, content quality, system quality, and authors repeat their research in other provinces other than Saudi Arabia, which
service quality are the seven types of criteria postulated and empirically has a different ecology, and take these limitations into consideration. The
explored as antecedents of users' satisfaction, collaborative activity, and business of respondents also affects the study, and the variables used may be
adoption of e-learning systems. The discovery of e-learning success variables subject to change over time, so longitudinal studies can give more generalized
is the second contribution of this research, and all of these components taken results. In the future, more external variables could be added to examine their
as a whole are valid and significant metrics. impact on the ISSM and constructivism theories, and the effect of demographic
The third contribution of this work, however, is that it is one of the first variables on the ISSM and constructivism theories in the Saudi Arabian context
to provide a thorough characterization of e-learning success variables and could also be studied.
experimentally evaluate the correlations between the measures in a single
model. The performance of the developed model is the focus of the fourth Author contribution statement:
contribution. The model demonstrated a substantial mediating predictive
power for the use of e-learning between collaborative activity and user Amer Mutrik Sayaf, Ph.D: Conceived and designed the experiments;
pleasure. Performed the experiments; Analyzed and interpreted the data; Contributed
The final contribution, the study, offers significant theoretical advancements reagents, materials, analysis tools or data; Wrote the paper. </p>
for constructivism and the ISSM. By suggesting an expansion of the ISSM
model literature and constructivism theories, it contributes to those fields of Funding statement:
study. This study also supports the validity of the ISSM model for assessing
the effectiveness of e-learning programs in Saudi Arabia. Therefore, this This work was supported by Deputyship for Research & Innovation,
study differs from earlier studies in the following ways: The first implication Ministry of Education in Saudi Arabia [UB-01-1442].
relates to the importance of established structures. The positive association
between constructivism aspects like interaction with peers and lecturers, Data availability statement:
engagement, and the ISSM model's information quality, system quality, and
service quality is particularly crucial for user satisfaction and collaborative Data included in article/supp. material/referenced in article.
activity. Since e-learning should be viewed as simple and advantageous,
universities may use technology to explain how to use it by providing Declaration of interest’s statement:
instructional tools to help students and lecturers understand how to use it.
Third, it's important to educate students about the many benefits of The authors declare no conflict of interest.
 [21] L. Yekefallah, P. Namdar, R. Panahi, L. Dehghankar, Factors related to
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