Perceptions of learning management system quality, satisfaction, and usage: Differences among students of the arts

Keywords: Learning management system, next-generation digital learning environments, e-learning, e-learning quality

Abstract

The model of information system success has been used to evaluate students’ satisfaction with the system quality, information quality, and service quality of learning management systems. This study extends the model by considering the pedagogical dimensions of instructional quality, learning quality, and interaction quality as well as how perceived usage frequency influences students’ quality perceptions. Through a sample of 376 higher education students, this study validated a five-factor quality structure for the evaluation of learning management systems with respect to the perceptions of students of the arts. Regression analyses showed differences among the quality factors that predicted satisfaction for arts students perceiving infrequent, average frequency, and frequent use. Although the quality of instructional experiences predicted satisfaction for all student groups, information quality significantly predicted satisfaction for only infrequent and average frequency users. System quality was a significant predictor of satisfaction for only average frequency and frequent users, whereas only frequent users perceived the quality of learning outcomes to be a significant predictor of satisfaction. The theoretical, instructional, and institutional implications for higher education institutions are discussed.

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Author Biographies

Joyce Hwee Ling Koh, University of Otago, New Zealand

Associate Professor, Higher Education Development Centre

Rebecca Yen Pei Kan, Nanyang Academy of Fine Arts, Singapore
Vice-Dean of the Pedagogy and Research Unit
Published
2020-01-28
How to Cite
Koh, J. H. L., & Kan, R. Y. P. (2020). Perceptions of learning management system quality, satisfaction, and usage: Differences among students of the arts. Australasian Journal of Educational Technology, 26-40. https://doi.org/10.14742/ajet.5187
Section
Articles