E-Learning Service Quality
Case Study: Al-Madinah International University
Nur Amirah Abd Rahman
Faculty of Computer and Mathematical Sciences
Universiti Teknologi MARA
40450 Shah Alam, Selangor, Malaysia
amirah252@gmail.com
Abstract—E-learning service quality able to show the
success of the delivery and design of the system by
understanding the users’ preferences. Moreover, the
distinction between learning content and website content
need to be parallel whereby both will influence each other
and affect users’ perception and satisfaction. After the
study has concluded, concern arises on how the factors of
E-learning in service quality affect the quality of e-
learning system in education. Moreover, knowing that user
is a pillar of e-learning system, this research intended to
find out whether the user satisfaction has any influence on
e-learning system quality. System design, system delivery
and system outcome been used as a platform for
measuring the success of e-learning system. Three
influencing factors have been chosen as attributes in
collecting data through the survey; User Satisfaction,
System Quality, and Information Quality. Results from the
analysis have shown that respondents from Al Madinah
University were satisfied with the student portal site.
Keywords—E-Learning, Service Quality
I. INTRODUCTION
E-learning provides information to an individual in a form
of applications, programs, objects, websites, and other forms
related to technology [1]. Through E-learning, education can
be accessed anywhere at any time. This distance education is
being accepted and carried out because it is able to reduce
education cost, increase delivery consistency, timely content,
flexible, accessibility and increase convenience for distant and
working students [2]. Moreover, this distance education
allows education to be delivered by extending the
geographical boundaries through access to any type of internet
capable device [3].
However, according to [3], distance education or E-
learning is lacking human interaction and personal instruction
where students feel isolated and decrease learning motivation.
Furthermore, there is concern about the re-use of learning
curriculum from the classroom context to be placed in an E-
learning setting. According to [4], the curriculum is developed
by acknowledging the physical presence of students into
consideration and clarifies the concerns of a student on the
course taken. As [4] put it, if the course curriculum is not
978-1-5090-6255-3/17/$31.00 ©2017 IEEE
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Nor Hayati Abdul Hamid
Faculty of Computer and Mathematical Sciences
Universiti Teknologi MARA
40450 Shah Alam, Selangor, Malaysia
nhayati@tmsk.uitm.edu.my
being considered, students will have trouble in learning and
this will lead to dissatisfaction, discouragement, and failure of
the course.
Based on the issues arise on E-learning, factors that are
affecting E-learning should be considered to improve course
quality and increase satisfaction [2]. Therefore, it is essential
to understand what and how technology and user will
probably affect the educational process [5]. In other words, the
quality of E-learning also involves component on the quality
of E-learning system, learner attractiveness, instructor
attitudes and service [3]. The quality of the system are shown
through the user expectations and satisfaction either the E-
learning is fulfilling the users' requirements.
Al-Madinah International University (MEDIU) is an
institution that facilitates E-learning to allow students from all
corners of the world to receive an education. MEDIU is using
the Learning Management System (LMS) as a medium for
teaching and learning platform. MEDIU provides online
learning mode for students who seek for education, but unable
to come to the campus.
MEDIU’s students for online learning mode consist of
local students and international students. International students
are students who reside outside of Malaysia and local students
are students who reside in Malaysia. All of these students are
using LMS as a medium of learning and communication with
the lecturer. Different online mode students in MEDIU give
different perception and experiences while using the E-
learning system for learning. Moreover, knowing that user is a
pillar of the E-learning system, this research decides to
investigate whether the users’ satisfaction has any influence
on E-learning system quality.
II. LITERATURE REVIEW
A. E-Learning Issues
E-learning tools such as the web are been used to distribute
course material due to its usability and accessibility. However,
the quality of learning needs to be concerned as it relates to
the quality of web-based teaching in delivering the material
and it differs from the traditional learning based method which
learning environment is face-to-face [6]. According to [7],
effective E-learning is just not focusing on converting
 materials from a traditional course into an electric format, but
it involves the learner characteristic, preparation of the
teachers and instructional strategies such as designing
appropriate instruction that is related to the perception of an
online educational environment. E-learning is less face-to-face
learning that enables the learners to undergo contemplation,
remoteness, and lack of interaction and therefore it requires
inspiration and impressive skills in order to motivate the users
and make them focus on virtual learning. In addition, more
academicians and institutions concerned with the students’
quality in performing assessments such as in a test or quiz by
using E-learning that is difficult to control and regulate
negative activities like cheating, plagiarism and copy and
paste [8].
B. E-Learning Trends
Due to restraints and limitations in presenting education to
students, education through E-learning had become trends in
education institution whereby the institution are lacking
professional skills and learning equipment. Despite that,
geographical of a certain area and learning cost have forced
the implementation of E-learning. One of the countries of East
Africa such as Tanzania is starting to explore the E-learning
development because the country is suffering from insufficient
of quality teaching, lack of learning resources and less
experience in development [9]. Moreover, implementing E-
learning in Tanzania has shown that the students in Tanzania
believe E-learning is useful and enable them to understand the
learning content faster and efficiently [9]. In Russia, E-
learning is seen as the integration for the modern application
of information and communication technologies in education
where it allows the learner to get the latest knowledge, online
textbooks, and classes are organized without break and give
the convenient period of time for the learner [10]. Moreover,
engineering education in Russia has started to implement E-
learning because with the help of virtual laboratories, the
learning more attractive [10].
In Malaysia, E-learning is an effort of the Malaysian
Ministry of Education to meet the National Vision 2020 on
adapting science and technology in the education sector.
Malaysia is a multi-racial country and English has been a
platform of instruction in Malaysia education [11]. Blended
learning or online learning is used to improve students'
performance in English where the teachers are able to apply
their own method to deliver the learning that fulfills the
student requirement. Studies by [11] have mentioned that
technology abilities enhanced the teachers’ teaching skills and
challenge the student to learn by using ICT tools that provide
the better teaching and learning experiences.
C. E-Learning Service Quality
In E-learning, service qualities are being defined as the
result of the comparison in the use of E-learning between user
expectation on the service and perception of the way the
service is being delivered through the characterization of
services such as intangibility, heterogeneity, inseparability and
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perish ability [3]. The purpose of service quality is to evaluate
the support delivered by the course content to the student in
terms of teaching and learning quality [12]. Despite that,
service quality is a way to know the users’ needs; the service
meets their expectation and user satisfaction by fulfilling user
requirements. By applying E-learning, the most vital factors in
choosing the technologies for E-learning involve reliability,
the privacy of student data, effectiveness and the quality of
learning. In evaluating the E-learning service, human factor
and technology factor are important in finding the reliability
of the E-learning where those factors involve component on
the quality of the E-learning system, learner attractiveness,
instructor attitudes and service [3]. According to [13] the
success of an online course can be influenced by factors
through the correct use of proper media to encourage
interactivity between teachers and students and this can be
measured from the aspect of system quality, information
quality, students’ satisfaction and the use of the system. Model
by DeLone and McLean, (1992) proposed that service quality
has measured from system quality, information quality,
system usage, user satisfaction, individual impact and
organizational impacts. According to Holsapple and Lee-Post
(2006), the success of the E-learning is relates to the system
design, system delivery and system outcome whereby that
success can be evaluated from user satisfaction, system
usability, and accessibility. Therefore, it can be concluded that
the system design, system delivery, and system outcome are
factors approach to measure the quality and success of E-
learning.
D. MEDIU E-Learning System
MEDIU provides learning by transferring the knowledge
through technologies to the area where internet connection
exists. MEDIU has developed an in-house portal where the
learning and teaching process happen. This is to say that
students’ learning materials are been obtained from the portal
where all materials and assessments take places online. In
addition, teaching and learning are also part of the system
where students are able to attend classes online.
E. Research Conceptual Framework
Short Distance
Learning Comparison
Analysis
Long Distance
Learning
Quality of online learning
system
FIG 1: CONCEPTUAL FRAMEWORK
 III. METHODOLOGY
A. Population and sampling
MEDIU was chosen as a case study in this research
because the university provides online education to local and
international students. E-learning being delivered in the
University through a university student portal. This research
is focused on short distance learning student which referring
to local student and long distance learning student that
referring to the international student that taking online courses
in MEDIU. This two type of distance learning student been
compared to see the outcome of service and quality of the
portal when being used by the different distance of student.
This research focuses on the perspective and experience of
students towards MEDIU E-learning system.
The sampling randomly selected and the research targeted
at collecting 100 responses from online students with different
nationality at MEDIU that comprised of undergraduates,
postgraduates, and other level students. These sampling sizes
are been chosen because the research aims to compare the
experience and perception of the respondents.
B. Data Collection
According to [14], the success of E-learning system be
measured through the most effective factor and the research
has proposed techniques in evaluating E-learning system
success in terms of quality, satisfaction, and benefits.
Therefore, this research proposes three factors in evaluating E-
learning quality by measuring system design, system delivery,
and system outcome. In finding the outcome of the service
quality and E-learning, a set of the survey has been
developing. The survey is been developed using Google
Form.com. The survey developed in English as the
respondents are from different country and race. The research
has done a pilot study by distributed to 10 respondent where
five respondents from Arabic Language Department under the
Faculty of Education and five more randomly distributed to
respondents from another faculty. The survey is divided into
four part where involve student profile, student beliefs about
E-learning, E-learning system quality and E-learning
information quality. The scale of measured user perspective
and experience in the survey indicated from low satisfied with
high satisfied as range 1 until 5. As the target respondent is
online students, the survey links been distributed to
respondents through their email. Response retrieved from the
survey is recorded and manage in Excel table format to make
the date more readable.
C. Data Analysis
The research applies quantitative approach. In evaluating
the service quality of the MEDIU portal, survey statements
have been classifying under three service quality factors. The
research analysis involves factors on user satisfaction, system
quality and information quality. Each factor has been analyzed
and this descriptive statistics is conducted by using SPSS in
finding the mean scores and standard deviation. Data have
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been summarized by finding averages of data through means.
The mean value obtained from each service quality factors in
the analysis able to justify the level of satisfaction towards
MEDIU portal. Therefore, mean value being used to justify
the level of user satisfaction through respondents beliefs of E-
learning. Moreover, the high value of mean used to show the
good quality of E-learning system and content. Through
analysis of the data from surveys, the results were interpreted
by exploring the meaning and understand the users' personal
perception from the observation. Interpretation of the results
obtained provides knowledge on giving multiple meaning of
individual experiences and perspectives.
IV. RESULT AND DISCUSSION
A. Demographic
From Table I, it shows that the respondents are composed
of international and local students. International students are
referring to the students who study online course at MEDIU
from outside of Malaysia and 28 international students took
part in the survey. Local students are the Malaysian citizens
who are taking online courses in MEDIU and have access to
the E-learning portal inside Malaysia and 34 local students
participate in the survey. The majority of the respondents are
undergraduates in MEDIU with the 34 respondents while
postgraduate respondents consist 15 respondents. Other levels
of education program are referring to Diploma, Foundation
and Short Course level. Diploma, Foundation and Short
Course level categorized in one group as these levels have a
lower numbers of the offer for online students. Surveys have
distributed to 100 respondents and 62 respondents have
returned the survey. This research is focusing on the
nationality where the nationality shows the criteria of their
learning distance either short or long learning distance.
Through the distance learning, this research able to compare
the outcome from the surveys that involves service quality
factors that identified previously to see the perspective of each
distance learning group.
TABLE I. DEMOGRAPHIC ANALYSIS
Category Type No. of Respondent
Male 36
Gender
Female 26
Local 34
Nationality
International 28
Undergraduate 34
Level of
Postgraduate 15
education
Others 13
Full Time 44
Study workload
Part Time 18
 B. Influencing Factors
TABLE II. INFLUENCING FACTORS ANALYSIS
Factor Mean Interpretation
User Satisfaction 3.46 Satisfied
System Quality 3.40 Satisfied
Information
3.82 Satisfied
Quality
Table II shows the last result of the three influencing
factors that were measured in the survey to evaluate E-
learning service quality. From the responses that obtain in the
survey, the data being analyzed in SPSS to produce a mean
value. The table above shows that the total mean value of
three influencing factors is above three. As referring to the
Likert scale indicator that is used in the survey, mean for each
factor is average. By referring to the mean calculated, each
factor has been interpreted and concluded that all respondents
were satisfied with the MEDIU E-learning system.
C. E-learning Evaluation
FIG 2: E-LEARNING SERVICE QUALITY SUMMARY
Fig 2 shows the E-learning service quality evaluation. User
satisfaction factor that evaluates students belief determines the
success of MEDIU portal delivery to the students. Meanwhile,
system design is essential to determine the success of the
portal quality that involves the design of the system and
information in MEDIU portal. The success of the E-learning
system is shown through the system design and delivery.
From the result in Table II, this research found that the
student portal site of MEDIU is a stable E-learning system
whereby it satisfies 34 local students and 28 international
students who use the portal. Through the comparison between
short and long distance learning student, it is found that
MEDIU portal is able to support and satisfy student of
MEDIU in learning across the area boundary.
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V. CONCLUSION
Measuring the quality and success of E-learning system
has led to the identification of the E-learning service quality
factor. There are three common influencing factors of E-
learning service quality that been used in measuring e-learning
quality such as user satisfaction, system quality, and
information quality. Despite finding the influence of E-
learning service quality factor, this research intends to provide
an understanding towards E-learning and the service quality.
As the research continues, a better understanding regarding
factor of E-learning service quality and background being
obtain. The purpose of this research is to measure the service
quality of the E-learning system. In determining the success of
E-learning system, surveys being conducted by finding the
perception and experience of long distance and short distance
user of E-learning. The survey statements developed based on
the service quality factors. The methods used in gathered the
data were through survey and the survey was analyzed by
using SPSS that can determine the mean of influencing factor
towards E-learning service quality. From the results of
analysis, mean of each influencing factors determined the
success of E-learning system. All of the results clarified based
on the analysis value, displaying the result, interpretation of
the result and the discussion of the result. The results have
shown that MEDIU has a stable and satisfy E-learning system.
A. Benefits
This research has given the depth in understanding of E-
learning service quality on the influencing factors of service
quality in an education field. This research could contribute to
help the institution in finding the influence factors on the
success of the institution E-learning system. Through the
mean analysis, the level of satisfaction on the influence factors
obtained. From the result, education institutions are able to
improve and enhance the E-learning system based on the
result of influencing factors through the level of users’
satisfaction.
B. Recommendations
There is some recommendation for the future enhancement
can be made. Firstly, the recommendation is by adding a new
influence factor of E-learning service quality for instance
service quality and web quality. Service quality and website
quality can be included in future enhancement in order to
measure the E-learning service quality. As mentioned by [3],
online learning service quality can also be measured through
service quality and website quality despite from system
quality and information quality.
ACKNOWLEDGMENT
The authors gratefully acknowledge and thank Universiti
Teknologi MARA, Malaysia (UiTM) for providing a support
for this research.
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