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Enhancing e-learning effectiveness: analyzing extrinsic and intrinsic factors influencing students’ use, learning, and performance in higher education

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Abstract

As a result of the pandemic, but also of the rapid advancement of technology in general, e-learning has emerged as a popular method of education, providing students with flexibility and accessibility. Understanding the factors that influence students’ levels of learning and accomplishment in this digital learning environment is therefore critical for teachers and institutions seeking to increase the effectiveness of teaching and knowledge transfer via e-learning platforms. A number of variables that might improve or impair student use, learning, and performance affect how successful e-learning actually is. In order to maximize the benefits of e-learning and guarantee successful student results, educators and policymakers must have a thorough understanding of these elements. The purpose of this study is to investigate the impact of extrinsic and intrinsic factors on students’ use, learning level, and performance in the setting of e-learning in higher education in two countries. This study evaluates the impact of extrinsic elements such as course content, e-learning system quality, institutional and teacher support, as well as intrinsic aspects such as personal innovativeness, self-efficacy, and information sharing in two countries. The study takes a quantitative approach, and the analysis was carried out using the structural equations method to examine the combined influence of numerous extrinsic and intrinsic elements on the use of e-learning, as well as learning level and performance.The research results show that the course content and e-learning system, personal innovativeness, self-efficacy, and knowledge sharing have a positive influence on the intention to use e-learning. Also, the intention of using an e-learning system will increase the actual use of e-learning technologies, which will ultimately result in better learning performance. The findings of this study will help educators, policymakers, and e-learning platform developers create effective ways for optimizing student experiences and promoting good learning outcomes in higher education settings.

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Data Availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Authors and Affiliations

  1. School of Economics and Business, University of Sarajevo, Sarajevo, Bosnia and Herzegovina

    Amra Kapo

  2. Faculty of Organizational Sciences, University of Belgrade, Belgrade, Serbia

    Lena Djordjevic Milutinovic

  3. Faculty of Economics in Subotica, University of Novi Sad, Novi Sad, Serbia

    Lazar Rakovic & Slobodan Maric

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  1. Amra Kapo
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  2. Lena Djordjevic Milutinovic
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  3. Lazar Rakovic
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Corresponding author

Correspondence to Lazar Rakovic.

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Appendix

Appendix

Survey questionnaire.

Dimension

Item

Course content

(Chiu et al., 2007; Lee & Lee, 2008)

Students receive information about the work through the e-learning system where the goals, concepts, and main messages of the course are defined.

Desired learning outcomes that are defined and marketed through the e-learning system are summarized in clearly written statements.

E-learning is designed to encourage us to work together using problem-solving to better understand topics.

The content of the course is well communicated on the e-learning platform.

The content of the course is constantly updated on the e-learning platform.

E-learning system

(Y.-S. Wang et al., 2007, 2009)

The e-learning system offers flexibility in terms of time and place of use.

The e-learning system has a well-designed user interface.

The e-learning system enables quick access to information.

The e-learning system is reliable.

The steps for completing tasks in the e-learning system have a logical sequence.

Collaboration tools such as forums, built into the e-learning system, are effective.

Institutional support

(Selim, 2007)

Students are provided with detailed information about the e-learning program.

Students have information that can help them access materials in digital form.

Easily accessible technical assistance is provided to all students throughout the course/program.

Teacher support

(Lee & Lee, 2008; Selim, 2007)

Professors/assistants clearly explain how communication channels should be used during course attendance.

Professors/assistants manage student expectations regarding the type and timeliness of responses to student communications.

Professors/assistants can solve student problems related to the use of e-learning in the course.

Personal innovativeness

(Hurt et al., 2013)

My peers often ask me for advice or information.

I enjoy trying new ideas.

I’m looking for new ways to do a certain job

Self-efficacy

(Artino, 2007)

I can complete my learning activities using an e-learning system even though I have never used such a system.

I could have completed my learning activities using the e-learning system if I had seen someone else using it before I tried to use it.

I could complete my learning activities using an e-learning system if I had built-in help.

Knowledge sharing

The e-learning system facilitates the process of knowledge exchange anytime and anywhere.

The e-learning system supports conversations with my teacher and fellow students.

Sharing my knowledge through the e-learning system strengthens the relationship with my teacher and fellow students.

The e-learning system allows me to share different types of resources with my teacher and fellow students.

The e-learning system facilitates collaboration among students.

Intention to use

(Chiu et al., 2007)

I want to use e-learning in my learning activities in the future.

In the future, I will continue to use e-learning as much as possible in my learning activities.

I intend to increase the use of e-learning in my learning activities in the future.

Use

(Y.-S. Wang et al., 2007)

I often use the e-learning system during my studies.

In most cases, I use the e-learning system because I want to, not because I have to.

I use the e-learning system a lot.

Performance

(Zapata et al., 2016)

I am satisfied with the way I learned.

I have achieved the proposed learning objectives.

I learned adequately from the suggested materials.

I am interested in further specialization in this field.

I am motivated to learn lessons.

I understand the teaching material well.

I learned “how to learn better” on this topic.

I planned my study and carried it out well.

Learning level

(Rovai et al., 2009)

I can organize teaching material into a logical structure.

As a result of the course, I changed my views on the subject matter.

I feel more confident as a result of what I learned in the course.

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Kapo, A., Milutinovic, L.D., Rakovic, L. et al. Enhancing e-learning effectiveness: analyzing extrinsic and intrinsic factors influencing students’ use, learning, and performance in higher education. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-12224-3

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