Unraveling E-learning success: Exploring key drivers in moroccan educational institutions

Soufiane Elmouhib

doi:10.31893/multirev.2025337

Keywords:

E-learning adoption

E-learning systems success

user experience

service quality impact

Moroccan education

Abstract

The fast-paced expansion of e-learning systems has fundamentally reshaped educational landscapes, particularly in light of the global shift to online learning. As fast-tracked mainstreaming is underway, the success of these systems depends on several factors, which have thus far not been very well explored in the context of lower-income countries. This study investigates the major factors contributing to success in e-learning systems of Moroccan educational institutions, mainly regarding the roles of information quality, system quality, system use, service quality, user satisfaction, and net benefits. We propose an integrated model and test it using data we collected from a sample of 548 students from Moroccan institutions by SEM analysis. Specifically, our results demonstrate that, based on a priori hypotheses, net benefits, user satisfaction and system use positively relate to e-learning systems success; however, the negative relationship of service quality points out the complexity involved in managing users' expectations. Moreover, perceived ease of use, used as a control variable, was a highly significant predictor of success. These findings provide practical implications for policymakers, educators, and developers, especially for countries like Morocco with similar contextual settings, on the need for localized strategies to improve e-learning adoption and effectiveness.
References
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3. Anugraheni, T. D., Izzah, L., & Hadi, M. S. (2023). Increasing the students’ speaking ability through role-playing with Slovin’s formula sample size. Jornal Studi Guru dan Pembelajaran, 6(3), 262–272. https://doi.org/10.30605/jsgp.6.3.2023.2825
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9. Chopra, G., Madan, P., Jaisingh, P., & Bhaskar, P. (2019). Effectiveness of e-learning portal from students’ perspective: A structural equation model (SEM) approach. Interactive Technology and Smart Education, 16(2), 94–116. https://doi.org/10.1108/ITSE-05-2018-0027
10. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
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21. Isaac, O., Aldholay, A., Abdullah, Z., & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers & Education, 136(1), 113–129. https://doi.org/10.1016/j.compedu.2019.02.012
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23. Lin, H.-F. (2007). Measuring online learning systems success: Applying the updated DeLone and McLean model. CyberPsychology & Behavior, 10(6), 817–820. https://doi.org/10.1089/cpb.2007.9948
24. Ministry of Higher Education, Scientific Research and Innovation. (2023). PACTE ESRI 2030: Architecture Stratégique.
25. Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45(1), 359–374. https://doi.org/10.1016/j.chb.2014.07.044
26. Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1988). SERVQUAL: A multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing, 64(1), 12–40.
27. Petter, S., DeLone, W., & McLean, E. R. (2013). Information systems success: The quest for the independent variables. Journal of Management Information Systems, 29(4), 7–62. https://doi.org/10.2753/MIS0742-1222290401
28. Raman, A., Don, Y., Khalid, R., & Rizuan, M. (2014). Usage of learning management system (Moodle) among postgraduate students: UTAUT model. Asian Social Science, 10(14), 186–194. https://doi.org/10.5539/ass.v10n14p186
29. Tarigan, J. (2012). Factors influencing users satisfaction on e-learning systems. Jornal Manajemen dan Kewirausahaan, 13(2), 177–188. https://doi.org/10.9744/jmk.13.2.177-188
30. Unwin, T., Kleessen, B., Hollow, D., Williams, J. B., Oloo, L. M., Alwala, J., Mutimucuio, I., Eduardo, F., & Muianga, X. (2010). Digital learning management systems in Africa: Myths and realities. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 5–23. https://doi.org/10.1080/02680510903482033
31. Uppal, M. A., Ali, S., & Gulliver, S. R. (2018). Factors determining e-learning service quality. British Journal of Educational Technology, 49(3), 412–426. https://doi.org/10.1111/bjet.12552
32. Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
33. Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328–376. https://doi.org/10.17705/1jais.00428
34. Wang, H. C., & Chiu, Y. F. (2011). Assessing e-learning 2.0 system success. Computers & Education, 57(2), 1790–1800. https://doi.org/10.1016/j.compedu.2011.03.009
35. Wang, Y.-S., Wang, H.-Y., & Shee, D. Y. (2007). Measuring e-learning systems success in an organizational context: Scale development and validation. Computers in Human Behavior, 23(4), 1792–1808. https://doi.org/10.1016/j.chb.2005.10.006

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Elmouhib, S. (2025). Unraveling E-learning success: Exploring key drivers in moroccan educational institutions. Multidisciplinary Reviews, 8(10), 2025337. https://doi.org/10.31893/multirev.2025337

[1] Adam, T., & Tatnall, A. (2010). Use of ICT to assist students with learning difficulties: An actor-network analysis. In N. Reynolds & M. Turcsányi-Szabó (Eds.), Key competencies in the knowledge society (pp. 1–11). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-15378-5_1

[2] Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102(1), 67–86. https://doi.org/10.1016/j.chb.2019.08.004

[3] Anugraheni, T. D., Izzah, L., & Hadi, M. S. (2023). Increasing the students’ speaking ability through role-playing with Slovin’s formula sample size. Jornal Studi Guru dan Pembelajaran, 6(3), 262–272. https://doi.org/10.30605/jsgp.6.3.2023.2825

[4] Arbaugh, J. B. (2005). Is there an optimal design for on-line MBA courses? Academy of Management Learning & Education, 4(2), 135–149. https://doi.org/10.5465/amle.2005.17268561

[5] Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25(3), 351–370. https://doi.org/10.2307/3250921

[6] Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843–855. https://doi.org/10.1016/j.compedu.2011.10.010

[7] Brislin, R. W. (1986). The wording and translation of research instruments. In W. J. Lonner & J. W. Berry (Eds.), Field methods in cross-cultural research (pp. 137–164). Sage Publications, Inc.

[8] Chen, H.-J. (2010). Linking employees’ e-learning system use to their overall job outcomes: An empirical study based on the IS success model. Computers & Education, 55(4), 1628–1639. https://doi.org/10.1016/j.compedu.2010.07.005

[9] Chopra, G., Madan, P., Jaisingh, P., & Bhaskar, P. (2019). Effectiveness of e-learning portal from students’ perspective: A structural equation model (SEM) approach. Interactive Technology and Smart Education, 16(2), 94–116. https://doi.org/10.1108/ITSE-05-2018-0027

[10] Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008

[11] DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9–30. https://doi.org/10.1080/07421222.2003.11045748

[12] Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

[13] Dreheeb, A. E., Basir, N., & Fabil, N. (2016). Impact of system quality on users’ satisfaction in continuation of the use of e-learning system. International Journal of e-Education, e-Business, e-Management and e-Learning, 6(1), 13–20. https://doi.org/10.17706/ijeeee.2016.6.1.13-20

[14] Efiloğlu Kurt, Ö. (2019). Examining an e-learning system through the lens of the information systems success model: Empirical evidence from Italy. Education and Information Technologies, 24(2), 1173–1184. https://doi.org/10.1007/s10639-018-9821-4

[15] Elhazziti, M. A., Ferraz, D. A. C., Elhabib, E., Mohamed, M., & Gomes, J. S. (2023). Digital transformation in Morocco: Challenges and perspectives. Journal of US-China Public Administration, 20(2), 83–97. https://doi.org/10.17265/1548-6591/2023.02.001

[16] Ennaji, M. (2005). Multilingualism, cultural identity, and education in Morocco. Springer Science+Business Media, Inc. https://doi.org/10.1007/b104063

[17] Eom, S., Ashill, N. J., Arbaugh, J. B., & Stapleton, J. L. (2012). The role of information technology in e-learning systems success. Human Systems Management, 31(3–4), 147–163. https://doi.org/10.3233/HSM-2012-0767

[18] Guo, C., & Wan, B. (2022). The digital divide in online learning in China during the COVID-19 pandemic. Technology in Society, 71(1), 102–122. https://doi.org/10.1016/j.techsoc.2022.102122

[19] Hassanzadeh, A., Kanaani, F., & Elahi, S. (2012). A model for measuring e-learning systems success in universities. Expert Systems with Applications, 39(12), 10959–10966. https://doi.org/10.1016/j.eswa.2012.03.028

[20] Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). The use of partial least squares path modeling in international marketing. In R. R. Sinkovics & P. N. Ghauri (Eds.), Advances in international marketing (pp. 277–319). Emerald Group Publishing Limited. https://doi.org/10.1108/S1474-7979(2009)0000020014

[21] Isaac, O., Aldholay, A., Abdullah, Z., & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers & Education, 136(1), 113–129. https://doi.org/10.1016/j.compedu.2019.02.012

[22] Lee, M.-B., & Kim, J.-W. (2006). Exploring the success factors of the e-learning systems. The Journal of Information Systems, 15(4), 171–188.

[23] Lin, H.-F. (2007). Measuring online learning systems success: Applying the updated DeLone and McLean model. CyberPsychology & Behavior, 10(6), 817–820. https://doi.org/10.1089/cpb.2007.9948

[24] Ministry of Higher Education, Scientific Research and Innovation. (2023). PACTE ESRI 2030: Architecture Stratégique.

[25] Mohammadi, H. (2015). Investigating users’ perspectives on e-learning: An integration of TAM and IS success model. Computers in Human Behavior, 45(1), 359–374. https://doi.org/10.1016/j.chb.2014.07.044

[26] Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1988). SERVQUAL: A multiple-item scale for measuring consumer perceptions of service quality. Journal of Retailing, 64(1), 12–40.

[27] Petter, S., DeLone, W., & McLean, E. R. (2013). Information systems success: The quest for the independent variables. Journal of Management Information Systems, 29(4), 7–62. https://doi.org/10.2753/MIS0742-1222290401

[28] Raman, A., Don, Y., Khalid, R., & Rizuan, M. (2014). Usage of learning management system (Moodle) among postgraduate students: UTAUT model. Asian Social Science, 10(14), 186–194. https://doi.org/10.5539/ass.v10n14p186

[29] Tarigan, J. (2012). Factors influencing users satisfaction on e-learning systems. Jornal Manajemen dan Kewirausahaan, 13(2), 177–188. https://doi.org/10.9744/jmk.13.2.177-188

[30] Unwin, T., Kleessen, B., Hollow, D., Williams, J. B., Oloo, L. M., Alwala, J., Mutimucuio, I., Eduardo, F., & Muianga, X. (2010). Digital learning management systems in Africa: Myths and realities. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 5–23. https://doi.org/10.1080/02680510903482033

[31] Uppal, M. A., Ali, S., & Gulliver, S. R. (2018). Factors determining e-learning service quality. British Journal of Educational Technology, 49(3), 412–426. https://doi.org/10.1111/bjet.12552

[32] Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926

[33] Venkatesh, V., Thong, J. Y. L., & Xu, X. (2016). Unified theory of acceptance and use of technology: A synthesis and the road ahead. Journal of the Association for Information Systems, 17(5), 328–376. https://doi.org/10.17705/1jais.00428

[34] Wang, H. C., & Chiu, Y. F. (2011). Assessing e-learning 2.0 system success. Computers & Education, 57(2), 1790–1800. https://doi.org/10.1016/j.compedu.2011.03.009

[35] Wang, Y.-S., Wang, H.-Y., & Shee, D. Y. (2007). Measuring e-learning systems success in an organizational context: Scale development and validation. Computers in Human Behavior, 23(4), 1792–1808. https://doi.org/10.1016/j.chb.2005.10.006

Abstract

References

How to cite