Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 31093
Understanding E-Learning Satisfaction in the Context of University Teachers

Authors: Anne M. Sørebø, Øystein Sørebø


The present study was designed to test the influence of confirmed expectations, perceived usefulness and perceived competence on e-learning satisfaction among university teachers. A questionnaire was completed by 125 university teachers from 12 different universities in Norway. We found that 51% of the variance in university teachers- satisfaction with e-learning could be explained by the three proposed antecedents. Perceived usefulness seems to be the most important predictor of teachers- satisfaction with e-learning.

Keywords: e-Learning, Teachers, user satisfaction, IS success

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1067


[1] Aldhafeeri, F., Almulla, M. and Alraqas, B. "Teachers' expectations of the impact of E-learning on Kuwait's public education system," Social Behavior and Personality (34:6), 2006, pp. 711-728.
[2] Baard, P.P, Deci, E.L. and Ryan, R.M. "Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings," Journal of Applied Social Psychology (34), 2004, pp. 2045-2068.
[3] Bhattacherjee, A. "Understanding information systems continuance: An expectation-confirmation model," MIS Quarterly (25:3), 2001, pp. 351- 370.
[4] Chiu, C.M., Hsu, M.H., Sun, S.Y., Lin, T.C. and Sun, P.C. "Usability, quality, value and e-learning continuance decisions," Computers & Education (45:4), 2005, pp. 399-416.
[5] DeLone, W.H. and McLean, E.R. "Information systems success: The quest for the dependent variable," Information Systems Research (3:1), 1992, pp. 60-95.
[6] DeLone,W.H. and McLean, E.R. "The Delone and McLean model of information systems success: A ten year update," Journal of Management Information Systems (19:4), 2003, pp. 9-30.
[7] Fornell, C. and Larcker, D.F. "Evaluating Structural Equation Models with Unobservable Variables and Measurement Error," Journal of Marketing Research (18:2), 1981, pp. 39-50.
[8] Huang, H.M. and Liaw, S.S. "Exploring learners' self-efficacy, autonomy and motivation toward e-learning," Perceptual and Motor Skills (105:2), 2007, pp. 581-586.
[9] Hulland, J. "Use of partial least squares (PLS) in Strategic Management Research: A review of four recent studies," Strategic Management Journal (20:2), 1999, pp. 195-204.
[10] Liaw, S.S. "Investigating students- perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system," Computers & Education (51:2), 2008, pp. 864- 873.
[11] Mahdizadeh, H., Biemans, H. and Mulder, M. "Determining factors of the use of e-learning environments by university teachers" Computers & Education (51:1), 2008, pp. 142-154.
[12] Martens, R.L., Gulikers, J. and Bastiaens, T. "The impact of intrinsic motivation on e-learning in authentic computer tasks," Journal of Computer Assisted Learning (20:5), 2004, pp. 368-376.
[13] Ong, C.S. and Lai, J.Y. "Gender differences in perceptions and relationships among dominants of e-learning acceptance," Computers in Human Behavior (22:5), 2006, pp. 816-829.
[14] Pituch, K.A. and Lee, Y.K. "The influence of system characteristics on e-learning use," Computers & Education (47:2), 2006, pp. 222-244.
[15] Roca, J.C. and Gagne, M. "Understanding e-learning continuance intention in the workplace: A self-determination theory perspective," Computers in Human Behavior (24:4), 2008, pp. 1585-1604.
[16] Roca, J.C., Chiu, C.M. and Martinez, F.J. "Understanding e-learning continuance intention: An extension of the Technology Acceptance Model," International Journal of Human-Computer Studies (64:8), pp. 683-696.
[17] Selim, H.M. "Critical success factors for e-learning acceptance: Confirmatory factor models," Computers & Education (49:2), 2007, pp. 396-413.
[18] Yuen, A.H.K. and Ma, W.W.K. "Exploring teacher acceptance of elearning technology," Asia-Pacific Journal of Teacher Education (36:3), 2008, pp. 229-243.