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A Conceptual Model of E-learning Systems Success and Its Implication for Future Research

机译：电子学习系统成功的概念模型及其未来研究的含义

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Institutions in developing countries are adopting the exact replica of e-learning approaches used by that of developed countries with the expectations of reaping the same benefits enjoyed by institutions in developed countries. If used effectively, e-learning can provide numerous benefits to the institutions such as accessing education at any time and place, enhances interactivity, scalability, flexibility, and thereby improved student's academic performance through creating a supportive and conducive e- learning environment for learning [1]. However, studies show that the majority of these benefits are enjoyed by institutions in the developed countries than the developing once [2]. In Ethiopian higher level educational institutions, e-learning is in an incipient phase. There are only a few institutions that use e-learning in the teaching and learning process making its effect on a larger scale immeasurable and unknown. In spite of large amount of investments for e-learning systems by Ethiopian universities, many of these e-learning initiatives are not meeting their desired objectives. With the objective of exploring success factors for e-learning systems and develop a conceptual model for e-learning systems success in Ethiopian universities and colleges, the researchers conducted a qualitative case study in 12 Ethiopian higher level educational institutions adopting e-learning systems in their teaching and learning process. Focus group interviews, in-depth personal interviews, document analysis and observation were used to triangulate the findings. We used open coding as a main data analysis technique. NVivo 11 was used to quantitatively analyze the qualitative data. The result is a proposed conceptual model of e-learning systems success and its implications for future research. This model is comprised of eight major e-learning systems success categories and twenty-nine sub-categories. The model will facilitate both academic and practitioner interest in measuring e-learning systems in developing countries and serve as a framework for further empirical research.
机译：发展中国家的机构正在采用发达国家所使用的电子学习方法的确切复制，以期望发达国家所享有的同等利益。如果有效使用，电子学习可以在任何时间和地点为访问教育等机构提供众多好处，通过创造支持的支持和有利的电子学习环境来提高学生的学习绩效，从而提高学生的学习绩效[ 1]。然而，研究表明，发达国家的机构享有大部分这些福利，而不是发展中国家一次[2]。在埃塞俄比亚高级教育机构中，电子学习处于初期阶段。只有一些机构在教学和学习过程中使用电子学习，使其对更大规模的无法估量和未知的影响。尽管埃塞俄比亚大学对电子学习系统进行了大量的投资，但许多这些电子学习举措不符合其所需目标。凭借探索电子学习系统的成功因素，并在埃塞俄比亚大学和大学中制定电子学习系统成功的概念模型，研究人员在12名埃塞俄比亚高级教育机构中进行了一个定性案例研究，采用了他们的电子学习系统教学和学习过程。焦点小组访谈，深入的个人访谈，文件分析和观察被用来三角调查结果。我们使用开放编码作为主要数据分析技术。 NVIVO 11用于定量分析定性数据。结果是建议的电子学习系统成功概念模型​​及其对未来研究的影响。该模型由八个主要的电子学习系统成功类别和二十九个子类别组成。该模型将促进学术和从业者对衡量发展中国家的电子学习系统的兴趣，并作为进一步实证研究的框架。

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