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Advances in Social Sciences Research Journal – Vol. 11, No. 11

Publication Date: November 25, 2024

DOI:10.14738/assrj.1111.17819.

Alshammari, M. F., Yusoff, R. C. M., Rusli, H. M., & Abas, H. (2024). Factors Influencing Satisfaction for Continuance Intention to Use

E-Learning Systems in Higher Education: Delphi Technique. Advances in Social Sciences Research Journal, 11(11). 29-42.

Services for Science and Education – United Kingdom

Factors Influencing Satisfaction for Continuance Intention to Use

E-Learning Systems in Higher Education: Delphi Technique

Maha Farhan Alshammari

Faculty of Artificial Intelligence,

Universiti Teknologi Malaysia

Rasimah Che Mohd Yusoff

Faculty of Artificial Intelligence,

Universiti Teknologi Malaysia

Hazlifah Mohd Rusli

Faculty of Artificial Intelligence,

Universiti Teknologi Malaysia

Hafiza Abas

Faculty of Artificial Intelligence,

Universiti Teknologi Malaysia

ABSTRACT

E-learning has been widely adopted by universities globally, transforming teaching

and learning practices in higher education. While much research has focused on

adopting and accepting e-learning, less attention has been paid to students'

satisfaction and their continuance intention (CI) to keep using these systems. A

literature review reveals low student satisfaction and the intention to continue

using e-learning platforms. Despite the extensive studies on continuance intention

in e-learning, there is no clear consensus on the factors influencing student

satisfaction with continuance intention. This indicates a knowledge gap regarding

individual and system aspects contributing to e-learning satisfaction. This study

seeks to identify key satisfaction factors affecting continuance intention using a

two-round Delphi technique involving ten experts and to develop an initial model

of these factors for higher education institutions. This model is expected to help

institutions better understand the critical factors driving continuance intention,

enabling more informed decisions in evaluating and implementing e-learning

projects.

Keywords: E-learning, Higher Education, Student Satisfaction, Continuance Intention

(CI), Delphi Technique.

INTRODUCTION

E-learning systems have emerged as a contemporary approach to disseminating knowledge

within educational settings. These digital platforms enable higher education institutions to

deliver lectures, coursework, and assessments without the necessity for physical attendance.

The rapid proliferation of e-learning technologies is one of the most significant developments

in the education sector, offering substantial benefits that complement traditional learning

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 11, November-2024

Services for Science and Education – United Kingdom

methods [1-3]. With advancements in educational technology, these systems have become

widely integrated into academic environments [4, 5]. However, despite their advantages,

understanding the factors influencing student satisfaction is essential for ensuring their

ongoing success [6].

Many students have expressed dissatisfaction with e-learning systems, often favouring face-to- face instruction. The absence of direct interaction with instructors in online settings has been

cited as a source of confusion [7]. This dissatisfaction and lack of intention to continue using e- learning platforms were observed before the COVID-19 pandemic but became more evident

afterwards [8-11]. During the pandemic, e-learning was mandatory, but once in-person classes

resumed, many students showed diminished interest in voluntarily engaging with these

systems. Investigating the factors contributing to student satisfaction and their willingness to

continue using e-learning systems is vital, as the long-term viability of such platforms relies on

students' intention to continue their usage. These systems require significant financial and

operational investment from universities, and if students are unwilling to use them, it may lead

to their failure, wasting institutional resources.

Although technologies such as mobile learning have been explored [7], research explicitly

examining the factors influencing Satisfaction and Continuance Intention (CI) in e-learning

systems remains limited. While previous studies have primarily focused on instructor

satisfaction or have reviewed continuance satisfaction factors in older contexts [12-14], there

has been little exploration into students' perspectives.

The rest of the paper is organized as follows: Section 2 explores the satisfaction factors related

to continuous improvement (CI) in e-learning systems. Section 3 describes the methodology

used in the study. Section 4 reports the results, followed by Section 5, which discusses the

findings. Section 6 concludes with the conclusions and future work.

RELATED WORK

Satisfaction and Continuance Intention (CI) are crucial components in determining the long- term success and sustainability of e-learning systems. Satisfaction is often defined as the

emotional and cognitive response users experience while using a system. It reflects their

perceptions and expectations regarding ease of use, system quality, and alignment with their

needs [15-18]. Conversely, CI refers to the user's intent to continue using the system over time,

which is vital for ensuring its ongoing success [19]. In e-learning systems, students' Satisfaction

is directly linked to their willingness to continue using these platforms, with dissatisfaction

leading to disengagement and dropouts [20].

Many studies have emphasized the interdependence between Satisfaction and CI in e-learning

environments [21, 22]. When an e-learning system is well-designed and meets students'

expectations, it fosters positive attitudes and increases their intention to continue using it.

Conversely, usability challenges and unmet expectations can cause frustration, resulting in

negative perceptions and a decline in CI [22]. This relationship makes Satisfaction a key

predictor of students' continuance behaviour, as confirmed by multiple studies [1, 3].

However, while Satisfaction and CI are often studied in isolation, few models comprehensively

capture all the factors influencing these constructs. A literature review by Rahman, Zamri [23]

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Alshammari, M. F., Yusoff, R. C. M., Rusli, H. M., & Abas, H. (2024). Factors Influencing Satisfaction for Continuance Intention to Use E-Learning

Systems in Higher Education: Delphi Technique. Advances in Social Sciences Research Journal, 11(11). 29-42.

URL: http://dx.doi.org/10.14738/assrj.1111.17819

identified significant gaps in understanding the link between Satisfaction and CI in e-learning

systems. Their comparison of 30 studies revealed that while numerous factors influence

Satisfaction for CI, no single model fully addresses the range of influencing factors. This

highlights the need for more holistic approaches to analyzing students' Satisfaction and their

intentions to continue using e-learning systems.

Recognizing this gap, a Systematic Literature Review (SLR) was conducted to identify the key

factors influencing Satisfaction and CI in e-learning [14, 24]. The review identified ten critical

satisfaction factors: Self-efficacy, Perceived Ease of Use, Motivation, System Quality,

Information Quality, Service Quality, Confirmation, Perceived Usefulness, Satisfaction, and

Continuance Intention. This paper examines these satisfaction factors further using the Delphi

technique, refining and validating them for application in higher education institutions.

METHODOLOGY

The Delphi technique, developed by Linstone and Turoff [25], was employed to review the

satisfaction factors for students' Continuance Intention (CI) in e-learning systems, which were

initially identified through a Systematic Literature Review (SLR) [24]. The Delphi technique is

a structured group communication process designed to achieve consensus among experts on a

particular topic through iterative rounds of questionnaires [26-28]. This method was selected

for the current study as it allowed experts to collaboratively evaluate and refine the identified

satisfaction factors without the distractions and logistical constraints typically associated with

face-to-face meetings. By using the Delphi method, the experts were able to focus on providing

in-depth feedback and reaching a consensus on the critical factors influencing students'

Satisfaction and CI. As a result, this approach facilitated a more efficient and effective collection

of expert insights [29].

Delphi Process

The Delphi technique is widely used for building consensus through a series of questionnaires

distributed over multiple rounds to a panel of selected experts [30]. The process involves

iterative feedback collection, where responses from each round are aggregated and shared with

the group to refine and adjust until a consensus is reached. Typically, the Delphi process is

concluded once consensus is achieved, theoretical saturation is obtained, or when sufficient

information has been gathered [29, 31, 32]. In this study, two rounds of the Delphi method were

employed, generally considered enough to collect the necessary data and reach a consensus

[33].

The review process of the students' satisfaction factors for CI to use e-learning systems spanned

from March 2024 to August 2024. The first step involved sending an invitation letter to

identified experts, and the process continued until all feedback was collected and analyzed. The

detailed steps of the Delphi process are presented in Figure 1.