VALIDATING INFORMATION SYSTEMS SUCCESS MODEL WITHIN … Ersin KARAMAN-M… · Open Education Faculty (ATA-AOF) LMS in the scope of updated DeLone and McLean (D&M) Information Systems

101

AbstractAs being the most important component of distance and open education activities,

Learning Management Systems (LMS) should be improved and evaluated for better management of learning facilities. In this study, it is aimed to evaluate Atatürk University, Open Education Faculty (ATA-AOF) LMS in the scope of updated DeLone and McLean (D&M) Information Systems Success framework. A Structural Equation Model (SEM) approach has been used to employ the model. The results show that system quality, service quality and information quality have significant effect on user satisfaction in the context of LMS. Additionally, in contrast to D&M model, the findings show that service quality does not have impact on perceived system use. The study has great importance because of high number of participants (3067) and validation of IS success model within Open Education Faculty for IS Success literature.

Keywords: Information System Success, Learning Management Systems, Distance Education, Open Education, e-Learning.

Açıköğretim Fakültesi Çerçevesinde Bilişim Sistemleri Başarı Modelinin Geçerlenmesi

ÖzUzaktan ve açık öğretimin en önemli bileşeni olan öğretim yönetim sistemlerinin

eğitim faaliyetlerini daha iyi yönetebilmek amacı ile değerlendirilmesi ve iyileştirilmesi gerekmektedir. Bu çalışmada Atatürk Üniversitesi Açık Öğretim Fakültesi (ATA-AOF) Öğretim Yönetim Sistemi (ÖYS) DeLone ve McLean’in bilişim sistemleri başarı modeli temel alınarak değerlendirilmiştir. Çalışmada kullanılan model ise yapısal eşitlik yaklaşımı kullanılarak değerlendirilmiştir. Ortaya çıkan sonuçlara göre sistem kalitesi, hizmet kalitesi ve bilgi kalitesinin ÖYS’nin başarıya ulaşmasında önemli bir etkiye sahip olduğu ortaya çıkmıştır. Ayrıca, D&M modelinin aksine hizmet kalitesinin algılanan sistem kullanımı ile ilgili önemli bir etkiye sahip olmadığı görülmüştür. Bu çalışma katılımcı sayısı (3067) ve bilişim sistemleri başarı modelinin Açıköğretim Fakültesi çerçevesinde değerlendirilmesi açısından alanyazın için büyük önem taşımaktadır.

Anahtar Kelimeler: Bilişim Sistemleri Başarısı, Öğretim Yönetim Sistemleri, Uzaktan Eğitim, Açık Öğretim, e-Öğrenme.

VALIDATING INFORMATION SYSTEMS SUCCESS MODEL WITHIN OPEN EDUCATION CONTEXT

*) Yrd.Doç.Dr.,AtatürkÜniversitesiİktisadiveİdariBilimlerFakültesiYönetimBilişimSistemleriBölümü(e-posta:[email protected])

**)Arş.Gör.,AtatürkÜniversitesiAçıköğretimFakültesiİşletmeBölümü (e-posta:[email protected])

Ersin KARAMAN (*)Mehmet Cem BÖLEN (**)

EKEV AKADEMİ DERGİSİ Yıl: 19 Sayı: 64 (Güz 2015)

102 / Yrd. Doç. Dr. Ersin KARAMANMehmet Cem BÖLEN EKEV AKADEMİ DERGİSİ

1. INTRODUCTIONAlthoughe-learningsystemshavebeenusedsincethemiddleof1980s,withthelatest

developmentsininformationandcommunicationtechnologies,theyareconsideredoneofthemostpopularapplicationsineducationalinstitutions.(Islam,2012;Alsabawy,Steel&Soar,2013).With the spreadof internetuse,manyuniversities focusone-learningservicesandprograms(Kanuka&Anderson,2008).Inthiscontext,informationsystemsthat support learning and teaching processes have beendeveloped andwidely used inhighereducation.Amongvarioussystems thathavebeenused ine-learning,LearningManagementSystems(LMS)areoneoftheimportanttoolstoprovidehigherqualityandlearnercenterededucation(Islam,2012).

The purpose of LMS in higher education is to contribute teaching and learningactivities (Ferdousi, 2009). Information technology and services are employed andutilized for providing higher quality information and learningmaterials in e-learningsystems. (Cavus,Uzunboylu,&Ibrahim,2009).This increases theneedofevaluationofane-learningsystemsuccess likeanyother informationsystem(IS).In thisregard,severalresearcheshavebeenconductedformeasuringthesuccessofe-learningsystems(Hassanzadeh,Kanaani&Elahi,2012;Holsapple&Lee-Post,2006).

ISSuccessmodelshavebeenusedtoevaluateinformationsystem’ssuccessformorethan twodecadesSome scholars developed IS successmodels in order to understandantecedents of IS Success. Among many IS Success models, DeLone and McLeanmodelhasgainedgreatattentionfromISresearchersafteritwasoriginallydevelopedin1992(DeLone&McLean,1992).Shortlyafterthepublication,manyresearchersbeganproposingmodificationstothemodel.FinallyanupdatedversionwasdevelopedandhasalsobeenwidelyusedbyISresearchers(DeLone&McLean,2003;Petter,DeLone&McLean,2008).Thismostlyusedmodelcontainshumanandtechnologicalcomponentsofinformationsystems(Chen,2010).Thereforeinthisstudyweprefertouseupdatedversion of DeLone and McLean’s model in order to construct a suitable theoreticalframeworkandmeasureLMSsuccess.

Inthestudy,itisaimedtouseISsuccessmodelforevaluatingLMSinOpenEducationcontext.Accordingtomanycompanyandpeople,educationisalifelongenterprise.Peoplearoundtheworldwhoworkfulltimealsowanttoupdatetheirknowledgeandtoearncertificates,diplomasandacademicgradesoutoftraditionaleducationsystems(Jarvis,2009).Furthermore, therearea lotofpeople,whocouldnotattendany traditionaloncampusuniversities,andstillwanttohavehighereducationopportunity.Thereforeaneedfor the establishment ofOpen/DistanceEducation Institutions arosewithin last years.For instance inTurkey,OpenEducationFaculties havemore than 1.000.000 students(Latchemetal.,2006).SincethereisagreatnumberofstudentsinOpenandDistanceEducation Institutions,e-learningand informationsystemsof these institutions shouldbe carefully selectedandvalidated inorder tomanageeducational andadministrativeactivities.

103VALIDATING INFORMATION SYSTEMS SUCCESS MODEL WITHIN OPEN EDUCATION CONTEXT

GenerallystudentsuseLMSasasupportingtoolforlearningactivities.However,insomecasesLMSusecanbemandatoryforstudentsasinATA-AOF.Inthisstudy,weaimtounderstandwhichdimensionsofD&MModelarecrucialforsystemsuccessinmandatedlearningmanagementenvironment.Additionally,thereisalimitednumberofstudiesintheliteraturethatvalidatetheISsuccessmodelfore-learningsystems(Lin,2007;Wanget al., 2007;Holsapple&Lee-Post, 2006).Hence, themainpurposeandcontributionofthisresearchistodescribesuccessfactorsformandateduseofLMSinopeneducationfacultiesfromISperspective.

2. BACKGROUND The evaluation of information systems success is a topic that has been widely

investigated by Management Information Systems (MIS) researchers (Wang, 2008).Consideringe-learningsystemswithintheInformationSystems(IS)context,e-learningsystemshavegainedgreatattentionbyMIScommunity inrecentyears.Asaresultofthisattention,alotofresearchhasbeenconductedforevaluationofe-learningsystemsinpriorliterature.EspeciallythemodelsproposedbyDavis(1989)(TAM),DeLoneandMcLean(1992-2003)(D&M)andSeddon(1997)havebeenusedinmanystudies(Raietal,2002).TheTAMmodel isused tomeasure theacceptanceof technologyand toinvestigaterelationshipbetweenadoptionantecedents/determinantsandusers’tendencytoaccepttechnology(Davis,1989).Withine-learningcontext,themaindriversofTAM,“perceived usefulness” and “perceived ease of use” are used for predicting e-learnersatisfaction and behavioral intensions to use e-learning (Arbaugh, 2002; Roca et al.,2006).ThismodeldiffersfromD&MandSeddon’ssuccessmodelsasitismainlyusedtopredict theuser’s intention touse Information technologyanddoesnotmeasure ISSuccess.

The research model of this study is adapted from DeLone & McLean’s (2003)updatedinformationsystemssuccessmodel.ThismodelisupdatedversionofDeLone&McLean’soriginal informationsuccessmodel (DeLone&McLean,1992).After itsfirstpublication in1992,manyresearchersvalidated themodel invarious informationsystems.Forexample,Seddon(1997)modifiedD&MModel(1992)andremoved“systemuse”variableasasuccessmeasure.HearguedthatsystemusecanbeaconsequenceofISsuccesswhenusageofsystemisvoluntary.Heexcludedsystemusefromhisstudyand defined “system use” as user behavior rather than ameasure of system success.Regardingcontributions fromother researchers suchasSeddon,DeLoneandMcLean(2003)developedanextendedISsuccessmodel.TheextendedD&MmodelhavebeenusedinordertoinvestigatetherelationshipsbetweenISsuccessdimensionsforvariousinformationsystems.Additionally,someresearchershavemodifiedthemodel inordertoevaluatespecificapplicationssuchasknowledgemanagement,e-governmentande-commerce(Wang&Liao,2008;Petter,DeLone&McLean,2008).Althoughithasbeencriticizedbysomeresearchersforincluding“Use”construct,inthisresearchweevaluate


thesuccessofLMSbyusingthetheoreticalframeworkofD&M’sISsuccessmodelforthefollowingreasons.First,theISSuccessmodelassumesthatsystemuseisvoluntaryforusers(Freezeetal.,2002).However,usershavetouseATA-AOFLMStocopewiththelearningfacilities.Therefore,inthisstudy,insteadofsystemsuseconstruct,perceivedsystemuseconstructisemployed.Second,DeLoneandMcLean(2003)statedthatweb-basedapplicationprocessesfitwellintotheirupdatedISSuccessmodel.

Aswementionedabove, the successmodelofDeLoneandMcLean isoneof themostwidelycitedISsuccessmodelsandhasbeenseenasthemostinfluentialtheoryinpredictingandexplainingsystemuseandsuccess(Kulkarni,Ravindran&Freeze,2006;Freeze,Alshare,Lane&Wen,2010).MajorityofresearchthatusedD&MModel,broughttogethersixdimensionsofsuccessfactors.Thesesuccessfactorsaredefinedassystemquality,informationquality,servicequality,systemuse,usersatisfactionandnetbenefits(DeLone&McLean,2003;Holsapple&Lee2006;Rocaetal.,2006;Wangetal.,2007;Lee-Post,2009;Hassanzadehetal.,2012).TheoriginalmodelwasdevelopedbyDeLoneandMcLean(1992)anddue toemergenceof informationsystemsover time,DeLoneandMcLean(2003)extended itbyaddingServiceQualityandreplacingNetBenefitswithindividual/organizationalimpact.TheupdatedmodelthatisshowninFig.1consistsofsix interrelatedvariables thatshouldbeconsideredin theevaluationof informationsystems.

Fig. 1 -TheupdatedD&MmodelSource:(DeLone&McLean,2003,p.24)

Ane-learningsystemisakindof informationsystemthatuses telecommunicationandinformationtechnologyforthedeliveryoflearningmaterialsviamediatolearnersbyeliminatingenvironmental/physicalbarrierssuchastimeorplace(Panda&Mishra,2007;Shee&Wang,2008).Amonge-learningsystems,learningmanagementsystems(LMS)hasbeenknownasaninformationsystemthatusesinternettechnologytodeliver


courses/learningmaterials.LMScanbedescribedasaninformationprocesssystemthatprocesses learning content by supporting various types ofmaterials to other learningsystems(Lee&Lee,2008).

Inpriorliterature,somestudieshavebeenconductedtoinvestigatee-learningsuccessor e-learner satisfactionbyusing severalmodels.Within theuniversitycontext, Islam(2013) has empirically tested amodel, combinedTechnologyAcceptance (TAM) andD&MModel, to discover relationships between the use of e-learning system and e-learningoutcomes.

BasedonupdatedD&Mmodel,Wangetal.(2007)hasbeenconductedaresearchformeasuringe-learningsystemssuccesswithinorganizationalcontext.Holsapple&Lee-Post(2006)proposedane-learningsuccessmodel,adaptedfromD&M(2003)model,and compared traditional and online students’ thoughts for understanding of how todefine, evaluate, andpromote e-learning success.Chen (2010)used IS successmodelofSeddon(1997) to investigate theusageofe-learningsystemamongemployeesandperceivedbeneficialconsequencesofISimpactinoveralljoboutcome.Hasanzadehetal.(2012)combinedafewISSuccessmodels,includingD&M,andpresentedamodelmeasuringe-learningsystemssuccess.AnotherstudyforassessingLMSsuccessinhigheducationwas proposed byMtebe&Raisamo (2014).Mtebe&Raisamo (2014) hasdeployed updatedD&Mmodel for evaluating LMS effectiveness and themodelwasvalidatedthroughasurveyof200studentsenrolledinvariouscoursesofferedviaMoodleLMSataUniversity.

Asshownabove,whilesomeresearchershaveusedD&Mmodelinmanyinstances,thereisnotanyempiricalstudyonaLMSthatisusedbyopenfaculty.Moreover,DeLoneandMcLean(2003)suggestthatfurtherdevelopmentandvalidationareneededtoprovideempiricalvalidationsfortheupdatedmodel.DespiteseveralattemptstoapplyupdatedD&Mmodeltomeasuree-learningsystem’ssuccess,thereisalimitednumberofstudiesthat clearly identify e-learning systems evaluation within open or distance educationcontext.Additionally,manystudieshavebeenconductedonsmallstudentsgroupsandthatchallengestheirgeneralizabilityandtheaccumulationoffindings.

In the scope of LMS, to combine both the human and technological elementssuccessfully is vital in order to get success of e-learning education. Therefore moreattentionshouldbepaidtothemanagementofLMSine-learning.Inthislight,thisstudyisconstructedmainlyonthebasisoftheD&Mandfocusesontheperspectiveofthee-learnertovalidateISSuccessModelforaLMSsuccess.

3. RESEARCH METHODThedatausedtotestresearchmodelwerecollectedfromAtaturkUniversity,apublic

universityinTurkeythathasopenfacultyanddistanceteachingwithmorethan10diplomaprogramsandenrollmentofnearly100.000studentsin2014-2015academicyear.Students


fromdifferentmajors receivedan invitation to takeawebbasedsurvey that isplacedonLMSwhentheyvisitwebsiteduring thesurveyperiod.All itemsinquestionnaireweremeasuredusingafive-pointLikert-typescale,rangingfrom‘stronglydisagree’to‘stronglyagree’.Atotalof3067questionnaireswerecollected.ThedemographicprofileoftherespondentsisgiveninTable1.

Table 1. DemographicInformation.

Measure & Items F Percent (%)

Age

16-20years 246 820-25years 987 32.225-30years 627 20.430-35years 586 19.1>35years 621 20,2

GenderMale 1307 42.6Female 1760 57.4

EmploymentFullTime 1765 57.5PartTime 291 9.5NotWorking 1011 33

Degree

HighSchool 1485 48.4College 607 19.8Bachelor 790 25.8Master 175 5.7Doctorate 10 0.3

Since2011theuniversityhasbeenusingsameLMSversionthatisopensourceandcalledas“akademikLMS”(http://lms.atauni.edu.tr/).Intheuniversity,themainpurposeofLMSusageistoprovideanalternativeteachingwithonlineactivitiesinsteadofface-to-faceteaching.

Instrument Development Theliteraturewascarefullyreviewedtogeneratequestionnaire itemsandall items

are derived from literature. The questionnaire includes five constructs (informationquality,servicequality,systemquality,systemuse,usersatisfaction).LiteraturereviewonISSuccess(Kettinger&Lee,1994,Raietal,2002;DeLone&McLean,2003;Chen,Soliman,Mao& Frolick, 2000; Holsapple & Lee-Post, 2006;Wang, 2003) revealed14 itemsrepresenting informationquality,systemquality,servicesystemuseandusersatisfactionconstructsofD&MISSuccessModel.Internalvalidityandexternalvalidityofinstrumentsweretestedinabovementionedstudies.


Research HypothesesTheresearchhypothesesforthisstudyaddresssystemsuccessmeasuresofLMSfrom

e-learnerperspective.Hence,weproposefollowinghypotheses:H1:TheuseofLMSisinfluencedsignificantlybyInformationQuality.H2:TheuseofLMSisinfluencedsignificantlybySystemQuality.H3:TheuseofLMSisinfluencedsignificantlybyServiceQuality.H4:UserSatisfactioninLMSisinfluencedsignificantlybySystemQuality.H5:UserSatisfactioninLMSisinfluencedsignificantlybyInformationQuality.H6:UserSatisfactioninLMSisinfluencedsignificantlybyServiceQuality.H7:UsersatisfactioninLMSisinfluencedsignificantlybyPerceivedSystemUse.

Fig. 2 - ResearchModel

Theconstrucsofmodelwassummarizedasfollows:System QualityrefersthequalityofthefeaturesofLMS.Information Qualityrefersthequalityandrelevanceoftheinformationofferedby

LMS.Service QualityrefersguidelinesorsupportdocumentsprovidedbyLMS.Perceived System UserefersfrequencyofLMSusage.User Satisfactionrefersuser’slevelofsatisfactionwithLMSusage.

4. ANALYSISFollowing theHair et al.(2010) suggestion,weused two-stepanalyticalprocedure

toanalyzedata.First, the reliabilityandvalidityofeach instrumentwasexaminedbycalculating Cronbach’s alpha value (α=0, 70). As second, the structural model wasexaminedtodiscoverthestrengthofrelationshipsamongthetheoreticalconstructs.ThesevenhypothesesweretestedusingAMOSversion20.0.


Analysis of the Measurement ModelAccordingtoFornellandLarckers(1981),allfactorloadingsofconstruct’sindicators

should be significant and all above the recommended value 0.50.After the result ofSPSSanalysis,fourscaleitemsthatdidnot loadproperlyontheir intendedconstructswereremoved.Finally,14-iteminstrumentwereanalyzedforconstructvalidationandreliability.Attheendofthefactoranalysisprocedure,weobtaineda5-factor,14-itemsinstrument.

TheCronbach’salphascores,thecompositereliabilitiesofconstructs(CR)andtheAVEarereportedinTable2.TheCronbach’swereabove0.80forallconstructs.Aftertheconfirmatoryfactoranalysisofthemeasurementmodel,theresultsshowedthatallcoefficientsexceedtherecommendedvalue0.70.

AccordingtoHairetal.(2010),compositereliabilitiesshouldexceed0.70andAVEshouldbeabove0.50.AsshowninTable2thecompositereliabilitiesofconstructsarehigherthan0.7andAVEismorethan0.50.Alloftheseindicatethateachconstructinourmodelisreliableandreflectivefordataanalyze.

Table 2. ResultsofAnalysis

Construct QuestionnaireItems

FactorLoading

CompositeReliability AVE

CronbachAlpha

InformationQuality

IQ1IQ2IQ3

0.7040.9750.604

0.857 0.668 0.84

SystemQualitySQ1SQ2SQ4

0.8050.6460.723

0.822 0.607 0.82

ServiceQualitySVQ1SVQ2SVQ3

0.6280.9540.737

0.863 0.678 0.86

PerceivedSystemUse

PSU2PSU3

0.9470.835

0.902 0.822 0.90

UserSatisfaction

US1US2US3

0.5420.8980.644

0.903 0.757 0.90

Analysis of Structural Model Dueto thechi-square test’ssensitivity tosamplesize, thevalidityofmeasurement

modelwasassessedbyotherfitindices(namelyGFI,CFI,andNFI).Mostofthestudies(ChauandHu,2001;Hairetal.,2006)adopt.90asacut-offlevelforGFIandAGFI,.93asacutofflevelforCFI.Inordertoremovetheeffectsofdegreeoffreedomandsample


size,RMSEAisusedasasupplementaryfitforFitStatistics.Foragoodfitmodel,lessthan0.08isacceptablevalueofRMSEA(Hooper,Coughlan,&Mullen,2008).AsshowninTable3,theseindicesweremeetingthestandardforclosefitandsuggestingagoodmodelfit.

Table 3.OverallModelFitIndices

FitIndices StructuralModel RecommendedValueGFI(goodness-of-fitindex) 0.963 ≥0.90AGFI(adjustedgoodness-of-fitindex) 0.943 ≥0.90CFI(comparativefitindex)NFI(normalizedfitindex)

0.9760.974

≥0.93≥0.95

RMR(rootmeansquareresidual) 0,034 ≤0.10RMSEA(rootmeansquareerrorofapproximation) 0.061 ≤0.08

The standardized path coefficients of SEM analysis for the research model arepresented inFig.3.According the resultsof the structuralmodel, all of thepaths aresignificantat0.001level.EveryhypothesisisacceptedwiththeexceptionofH6.

Fig. 3 - SEMResults


5. RESULTS & CONCLUSIONSThe results of this study show that informationquality has the strongest effect on

systemuse.Mostofstudiesexaminedtherelationshipbetweeninformationqualityandsystemusewhensystemuseisnotmandatory.Thestudypointsoutthataccurateuptodatecontentandaccurateinformationplaycrucialroleinprovidingcontinuoususageofsystemevenifthesystemuseismandatory.

Regarding information quality and system quality, the findings show that bothinformationqualityandsystemqualityonsystemusagearesignificantandalmosthavethesamelevel.However,incontrasttothepriorfindingsofRamayah&Lee(2012)wefoundthattheeffectsofservicequalitydonothaveasignificantimpactonperceivedsystemuse.ThisisalsoconsistentwiththestudyofPetter&McLean(2009)whoconductedameta-analysis to determinewhether themodel hadbeenvalidatedby research studiesreportedintheliterature.Thereasonofthisfindingcanbeexplainedbysystemusageattitude.Moreclearly,whensystemusageismandatory,userscanignoreservicequality.

It isworthnotingthatalthoughservicequalitydoesnothaveanimpactonsystemuse,itisassociatedwithusersatisfaction.Thismaybetheresultofusers’notneedingpersonalizedsupportforuseofmainfunctionsinsystembuttheyfeelsatisfiedwithitsexistence.ThisfindingisconsistentwithapreviousstudyofWang&Liao(2008)inthee-governmentarea.

Theeffectsofsystemqualityarealsosignificantonusersatisfaction.TheseresultsarealsoconsistentwiththeresultsofRaietal.(2002),Kimetal.(2002),Livari(2005)andHalawi et al. (2007)who also found that information quality and system qualitysignificantlyassociatedwithusersatisfaction.Thisfindingcanbeinterpretedasshowingtechnicalfeaturessuchassystemspeed,reliabilityoraestheticareimportantfactorsforusersatisfaction.

ThefindingsofthisstudyprovidesupportforDeLone&McLean’sISsuccessmodelexcept for theconstructservicequality.Thefindings indicate that informationquality,systemquality,servicequalityandsystemusearevalidmeasuresofusersatisfactioninLMS.Inotherwords,e-learningmanagersordecisionmakersshouldtakeintoaccounttheconstructsinISmodel

Inthisstudy,wehavereportedfindingsfrom3067peoplewhoarestudentatOpenEducationFacultyanduseLMSactivelyintheirstudyactivities.Duetothesamplesizethat has been used in this study, the findings can be useful for large institutions thatplantoadoptLMStoconducteducationalactivities.Moreimportant,thestudyconfirmsthatinformationquality,systemqualityandsystemuseconstructsareimportantforusersatisfactiononLMSPlatformwiththousandsofusers.


6. LIMITATIONS AND FUTURE RESEARCHThis study investigates the critical factors that affect LMS success from MIS

perspective.Themain purpose of the study is to broaden the viewpoint of e-learningsystem success measures within open education context. Like many studies, thisstudyhasseverallimitations.Firstly,thesampleofthisstudyislimitedtoonecountry(Turkey).LeidnerandKayworth(2006)statedthatnationalcultureshouldbeconsideredassignificantvariable for ISstudies.Secondly,wehaveonly focusedfivedimensions(informationquality,systemquality,servicequality,systemuse,usersatisfaction).Futurestudiesmight incorporatemodelssuchasSeddonmodelorvariablese.g.user loyalty,educationalquality,goalsachievement.

Finally, the sampleof studyusedLMSmandatorily.We recommendexamining towhichdegreesystemusewouldhaveanimpactonusersatisfactionwhensystemuseisoptional.

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AppendixQuestionnaires InformationQualityIQ1TheLMSprovidesaccurateinformation.IQ2TheLMSprovidessufficientinformation.IQ2TheLMSprovidespreciseinformationthatIneed.SystemQalitySQ1TheLMSrespondsrapidlyandgenerallyworksstable.SQ2IcanuseinteractivefeaturesofLMSwithouterror.SQ4ItiseasyformetolearnhowtouseLMSServiceQualitySVQ1IfeelanindividualattentionbecauseofLMSservicesSVQ2WhenIhaveaproblem,IcancontacttoauthoritiesviaLMSSVQ3WhenIhaveaprobleminLMS,Icansolvemyproblembyuserguidesorhelp

functions.PerceivedSystemUsePSU2Generally,LMSmakemyworkeasierPSU3IamsatisfiedwithLMSbecauseitsupportsmyworkprocedures.UserSatisfactionUS1IamsatisfiedwithLMSbecauseitprovideseveryinformationthatIneedUS2IamsatisfiedwithoverallperformanceofLMSUS3IwouldliketouseLMSifIhadopportunitytostudyinanotherprogram.

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VALIDATING INFORMATION SYSTEMS SUCCESS MODEL WITHIN … Ersin KARAMAN-M… · Open Education Faculty (ATA-AOF) LMS in the scope of updated DeLone and McLean (D&M) Information Systems