An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

Evon M. Abu-Taieh, Issam AlHadid, Rami S. Alkhawaldeh (), Sufian Khwaldeh, Ra’ed Masa’deh, Ala’Aldin Alrowwad and Rabah Al-Eidie
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Evon M. Abu-Taieh: Department of Computer Information Systems, Faculty of Information Technology and Systems, University of Jordan, Aqaba 77110, Jordan
Issam AlHadid: Department of Information Technology, Faculty of Information Technology and Systems, University of Jordan, Aqaba 77110, Jordan
Rami S. Alkhawaldeh: Department of Computer Information Systems, Faculty of Information Technology and Systems, University of Jordan, Aqaba 77110, Jordan
Sufian Khwaldeh: Department of Information Technology, Faculty of Information Technology and Systems, University of Jordan, Aqaba 77110, Jordan
Ra’ed Masa’deh: Department of Management Information Systems, School of Business, The University of Jordan, Amman 11942, Jordan
Ala’Aldin Alrowwad: Department of Business Management, School of Business, University of Jordan, Aqaba 77110, Jordan
Rabah Al-Eidie: Directorate of Education, Aqaba Region, Ministry of Education, Aqaba 77110, Jordan

Sustainability, 2022, vol. 14, issue 20, 1-27

Abstract: The purpose of this research paper is to identify and test the factors influencing the perceived usefulness and perceived effectiveness of adopting an e-learning system from the perspective of teachers in public and private schools as well as the United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA) in Jordan during the first wave of the COVID-19 pandemic in the academic year 2019/2020. Based on the findings and best practices, the study intends to make appropriate recommendations to decision-makers. Its significance stems from the use of scientific tools of research and investigation, and it aims to ensure the quality and effectiveness of Jordanian schools’ e-learning systems. The study’s hypotheses were verified by electronically collecting 551 questionnaires from teachers in Jordan. To test the study hypotheses, the empirical validity of the research model was set up, and the data were analyzed with SPSS version 21.0. Structural equation modeling (SEM), confirmatory factor analysis (CFA), and machine learning (ML) methods were used to test the study hypotheses and validate the properties of the instrument items. Nineteen variables and one mediating variable were studied. The study found that independent variables pertaining to technology (relative advantage, compatibility, top management support, communication technologies, competitive pressure, technology competence, information intensity, and work flexibility) and moderating variables pertaining to the teacher’s personal income and those pertaining to school (school size, education program, and work sector) had a positive effect on teachers’ perceived usefulness of adopting e-learning systems during the COVID-19 pandemic. On the other hand, independent variables pertaining to technology (complexity and collaboration technology), moderating variables pertaining to the teacher (age, education level, and gender), and moderating variables pertaining to school (educational stage, number of students) were not supported.

Keywords: education; technology; e-learning; distance learning; COVID-19; Jordan (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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