Analysis of The Effect of Course Design Course Con

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Analysis of the Effect of Course Design, Course Content Support, Course

Assessment and Instructor Characteristics on the Actual Use of E-Learning
System
Article in IEEE Access · November 2019

DOI: 10.1109/ACCESS.2019.2956349
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Analysis of the Effect of Course Design, Course

Content Support, Course Assessment and
Instructor Characteristics on the Actual Use of
E-learning System
MOHAMMED AMIN AMAIAH1 AND IBRAHIM YOUSSEF ALYOUSSEF2
¹¸²Assistant Professor, King Faisal University, Alahsa 31982, Saudi Arabia
Corresponding author: Mohammed Amin Almaiah (malmaiah@kfu.edu.sa).

The authors acknowledge the Deanship of Scientific Research at King Faisal University for the financial
support under Nasher Track (186326).
ABSTRACT This work aims to investigate the main determinants that could play an important role in
increasing the usage and acceptance of e-learning systems among Saudi students. The study employed the
Unified Theory of Acceptance and Use of Technology (e-UTAUT) model and introduced new constructs to
study the acceptance of e-learning systems in the Saudi Arabian context. The data were collected using a
questionnaire survey from a total of 507 undergraduate and postgraduate students at King Faisal University
(KFU). The research model was tested using the structural equation modeling technique (SEM). Based on
the results, the factors of course design, course content support, course assessment and instructor
characteristics were shown to have a significant effect on the actual use of e-learning systems. However, the
influence of social influence on actual use was found to be statistically insignificant. Additionally, the course
design, course content support, course assessment and instructor characteristics factors were found to have a
positive effect on the performance expectancy of e-learning systems. The research findings serve as an
important reference for university managers and researchers on students’ priorities when improving course
design, course content and course assessment, thereby increasing the usage and acceptance of e-learning
systems among students.
INDEX TERMS E-learning system; UTAUT model; Technology acceptance; SEM; Saudi Arabia.
I. INTRODUCTION useful features, such as easy access to learning materials and

flexibility, because it allows learners to access learning
E-learning system has increasingly been used as powerful materials both inside and outside the classroom as well as it
tools for learning and teaching process [1]. Several provides personalized feedback [4]. Although the use of e-
researchers have provided evidence that e-learning system learning system makes the learning process more flexible
has many benefits for learners, such as accessibility of and much easier, it also faces some issues related to the
learning materials anywhere and anytime and increased limited understanding of the actual students' perceptions of
interaction with teachers [2]. These advantages have e-learning system [7]. Therefore, it is important to
motivated many educational institutions to introduce the e- understand the critical factors of the students’ perceptions to
learning system as informal tool for learning and teaching motivate students’ actual use of e-learning. This is because
inside and outside of classrooms. In addition, e-learning the success of e-learning system depends on students'
system has become another assessment tool that is used by acceptance and their actual use [5].
teachers to complement paper-based testing. Moore et al. [3]
defined e-learning as a new mode of distance learning based So far, the acceptance of e-learning system still faces several
on the use of information technologies. E-learning provides challenges specifically at Saudi universities such as limited
VOLUME XX, 2017 1
This work is licensed under a Creative Commons Attribution 4.0 License. For more information, see https://creativecommons.org/licenses/by/4.0/.
quality of course content, poor quality of course design, and and usage of e-learning system. Few studies have
the need for online course assessment tools [7],[55]. specifically investigated the use and acceptance of e-learning
Moreover, there exist other issues related to instructors and system in Saudi Arabia. Therefore, the main purpose of this
students, such as lack of computer skills and lack of study is to investigate the main determinants that could play
experience with e-learning system by both students and an important role in increasing the usage and acceptance of
instructors [49] [50]. These challenges can potentially e-learning system among Saudi Arabian students. Hence, the
increase both students' and instructors’ resistance to using paper specifically answers the following question:
the e-learning system. Therefore, this study attempts to find
solutions to these challenges by understanding the students' What are the main determinants that could influence
priorities in improving the course design, course content and students’ actual use of e-learning system in Saudi Arabia?
course assessment, thereby increasing the usage and
acceptance of e-learning system. II. LITERATURE REVIEW
Our review of the recent literature revealed that existing e- A. E-LEARNING SYSTEMS IN SAUDI ARABIA
learning studies are mainly focused on identifying the
success factors of e-learning system implementation [7], the E-learning system has been available in many universities at
acceptance and adoption of e-learning [1],[5], users' Saudi Arabia, including King Faisal University (KFU),
awareness, the readiness of e-learning system [49] and Saudi Electronic University (SEU) King Abdul-Aziz
describing the usage of e-learning system [51]. However, University (KAAU), King Saud University (KSA), Aljawf
few studies have examined the effect of some of important University and Tabuk University. These universities offer
factors related to instructors' characteristics and course extensive online distance learning programs in different
characteristics and their effect on students' usage and subjects [51]. The most common e-learning systems at Saudi
acceptance of e-learning system. Therefore, more evidence universities are Moodle, Blackboard, Edmodo, and Tadarus
is needed to clearly show how these factors can contribute to [49]. According to Alshahrani [50], the majority of Saudi
enhance students’ actual use of e-learning system. Hence, universities use the Blackboard system to offer online
this study proposes a new model to examine the effect of courses and training programs to facilitate the e-learning
factors related to course design, course content support, process for all faculty members and students. For example,
course assessment and instructors' characteristics on the King Saud University offers only 55 % of its courses through
actual use of e-learning system with e-UTAUT constructs. the e-learning system, as mentioned by Alshahrani [50]. In
the same context, Almaiah and Almulhem [7] pointed out
However, despite the important and exciting benefits that are that King Faisal University uses the Blackboard system and
provided by e-learning system, the use and acceptance of e- majority of students are registered in blended learning
learning system is a contested issue in the literature that still programs that include in-class and online learning. At the
needs further investigations [5]. Several authors have University of Tabuk (UT), 77.6 % of the students use the e-
focused on investigating the acceptance of e-learning system learning system. According to Rajab [51], King Abdulaziz
in higher education, such as Revythi and Tselios [6]. They University (KAU) supported the educational process by
studied the acceptance of e-learning based on system adopting the Blackboard system at the end of 2015.
usability by extending the technology acceptance model
(TAM). Similarly, Salloum et al. [1] investigated the main However, although many Saudi universities have introduced
factors that affect the acceptance of e-learning system in the e-learning system, a recent report by the National Center of
United Arab Emirates (UAE). Most of these studies neglect E-learning and Distance Learning of Saudi Arabia found that
important factors such as enjoyment, quality of e-learning the overall utilization of e-learning system fell below the
systems, course design quality, and the facilitating satisfactory level [51]. This result is consistent with a study
conditions, which are factors that could contribute to conducted by Aljaber [52], which indicated that Saudi
enhancing the acceptance and usage of e-learning system. universities have not yet reached the required level of use.
Moreover, the researcher found that only a few students and
According to Alharbi and Sandhu [58] and Al-Gahtani [59], faculty members at Saudi universities have applied e-
the use of e-learning system among teachers and students learning system in the learning and teaching process. Thus
remains low in Saudi Arabia, even though the number of far, an issue still exists regarding the actual use and
internet users has increased, and even though there have been acceptance of e-learning system among students and
improvements in speed and quality. Students appear academic staff at Saudi universities. Research focusing on
reluctant to use learning online services, and this has become the acceptance of e-learning system has received little
an increasing problem for universities who need to formulate attention and remains relatively insufficient in regard to
strategies to promote student engagement in e-learning Saudi universities [7] [49] [50] [51]. Therefore, this research
system [7]. However, in many cases, universities neglect focuses on understanding the critical determinants that could
important factors, such as the quality of e-learning system, influence student actual use of e-learning system at Saudi
which is a factor that contributes to enhancing the acceptance Arabian universities.
VOLUME XX, 2017 9
B. BARRIERS OF E-LEARNING Furthermore, some important issues related to course

characteristics were also reported to have a significant effect
Our existing literature review identified several barriers on the acceptance of e-learning systems. Wright [17] found
related to the successful implementation of e-learning that course characteristics in terms of course design and
system. For example, Naveed et al. [60] identified the most course quality could significantly contribute to e-learning
critical barriers that influence the successful implementation success. In another study conducted by Aldowah et al. [48],
of e-learning at Saudi Arabian universities. The results the researchers indicated that course characteristics (course
indicated that these barriers could be classified into four design and course content) may play a key role in shaping
main dimensions namely: students’ dimension, instructors’ the learning process and, consequently, motivate students to
dimension, infrastructure and technology dimension and use and accept an e-learning system. This motivated Ghazal
institutional management dimension. In another study, lack et al. [47] to study the effect of the factors related to course
of ICT knowledge, poor network infrastructure and characteristics on learning management system (LMS)
weakness of content development were the main challenges acceptance. The researchers revealed that course content
of e-learning system adoption in developing countries [61]. quality and course design factors significantly contribute to
Another study revealed that system characteristics, internet the success of e-learning systems’ acceptance and usage.
experience and computer self-efficacy were the main issues Hence, the results motivated this study to examine the effect
that impede the successful adoption of e-learning system in of course design, course content support and course
Pakistan [62]. A similar study conducted in Kenya identified assessment on the actual use of e-learning systems at Saudi
three main challenges of e-learning are inadequate ICT universities.
infrastructure, lack of technical skills and financial
constraints [63]. A study by Kisanga and Ireson [64] Moreover, some studies have focused on other aspects of
identified that poor interface design; inadequate technical predicting e-learning acceptance, such as facilitating
support and lack of IT skills are the primary barriers that conditions and social influence. For example, Mahande and
hinder the successful implementation of existing e-learning Malago [21] examined the effect of social influence,
projects. Mulhanga and Lima [65] claimed that cultural, facilitating conditions, effort expectancy and performance
political, and economical constraints are the main reasons to expectancy on e-learning acceptance using the UTAUT
fail the e-learning initiatives in Africa. In the same way, model. The results showed that social influence, facilitating
Kenan et al. [66] classified the challenges that affect the conditions, effort expectancy and performance expectancy
actual use of e-learning into four categories: management have a strong influence on the behavioral intention to use an
challenges, technological challenges, implementation e-learning system. Alshehri et al. [49] found that facilitating
challenges and cultural challenges. After this review, we conditions in terms of the availability of hardware and
noted that these challenges could be classified into four software resources and technical support significantly
categories namely (1) technological challenges, (2) influence the behavioral intention to use an LMS. Thus, the
individual challenges, (3) cultural challenges and (4) course facilitating conditions factor may play a critical role in the
challenges. We found also that these challenges are very usage and acceptance of an e-learning system in this study.
different from one country to another country, due to
different culture, context and readiness. In a recent study conducted by Salloum et al. [1], a model
based on TAM was proposed to study e-learning acceptance
C. RECENT STUDIES ON E-LEARNING in UAE. They found that knowledge sharing and university
ACCEPTANCE quality are the most important factors in increasing the
acceptance of e-learning systems among students, while the
In the e-learning literature, several studies found that the trust and innovativeness factors were not significant. In
acceptance of e-learning systems in higher education might Indonesia, Al-Rahmi et al. [22] employed the IDT with TAM
be influenced by different factors related to instructor to identify the main determinants that motivate students to
characteristics, course quality, student awareness and use and accept e-learning systems at Malaysian universities.
information technology infrastructure [7] [17] [31]. The Researchers have found that relative advantages,
majority of recent studies have confirmed that instructors' observability, trialability, perceived compatibility,
characteristics are crucial for the success and acceptance of complexity, and perceived enjoyment have significant
e-learning systems [47] [48]. In his study, Ghazal et al. [47] effects on the acceptance of e-learning systems. Al-Fraihat
found that the effect of instructor characteristics on students' et al. [23] developed a model for evaluating e-learning
usage and acceptance of e-learning is very important. system success at UK universities. The study used the TAM
Furthermore, some important issues related to instructors' with DeLone & McLean’s IS model. The study identified
self-efficacy and their positive attitudes towards using e- four success factors of e-learning systems: educational
learning were also reported to be significant factors for quality, system quality, information quality and service
increasing the students' acceptance rates of e-learning quality. Valencia-Arias et al. [24] proposed a model using
systems [17] [47]. TAM to study the students' acceptance of e-learning in
VOLUME XX, 2017 9
Colombia. They found that self-efficacy, learning autonomy, to investigate the critical success factors that could lead to
ease of use and usefulness are the key factors affecting the enhance the sustainability and performance in e-learning at
acceptance of e-learning among university students. In Saudi universities. The study found that organizational
another study, Tarmuji et al. [25] found that perceived infrastructure readiness, efficient technology infrastructure,
resources with TAM model constructs (usefulness, ease of appropriate E-learning course design, course flexibility,
use and attitude towards use) are the primary factors of e- understandable relevant content, stakeholders’ training,
learning acceptance among mathematics students. Olasina security, access control and privileges, commitment, and
[26] conducted a study to study the effect of human and being user–friendly and well-organized, are the most critical
social factors on e-learning acceptance among students at success factors that may enhance the sustainability and
KwaZulu-Natal University. The study found that social performance in e-learning. In the same way, Naveed et al.
influence, attitude, perceived usefulness, and satisfaction are [57] proposed a new integrated model to evaluate the critical
critical for the behavioral intention to accept e-learning. success factors for the implementation of cloud based e-
learning. The empirical results indicate that cloud service
On the other hand, some recent studies have focused on resilience, institutions’ organizational readiness, institutions’
identifying the critical success factors (CSFs) for the technological maturity and cloud-based e-Learning
sustainable e-learning implementation at Saudi universities. imperatives are the most critical success factors that could
For instance, a recent study conducted by Ahmad et al. [56], ensure the cloud based e-learning success.
TABLE 1. Previous studies of e-learning acceptance
Literature Context Model used Factors Results

Salloum et. Students TAM model knowledge sharing, They found that knowledge sharing and
al [5] university university quality, trust university quality are the most important
at UAE and innovativeness factors for increasing the acceptance of e-
learning system among students; while the
trust and innovativeness factors were not
significant.
Almaiah and Saudi E-learning Website quality, They found that website quality factors,
Almulhem Arabian implementation technological factors, top technological factors and students' awareness
[7] universities model management support, e- are the key factors affecting the successful
learning awareness implementation of e-learning system.
Mahande Postgradua UTAUT model Social influence, The results showed that social influence,
and Malago te students facilitating conditions, facilitating conditions, effort expectancy and
[21] in effort expectancy and performance expectancy have strong
Indonesia performance expectancy influence on the behavioural intention to use
of e-learning system.
Al-Rahmi et Malaysian IDT and TAM Relative advantages, Researchers found that relative advantages,
al. [22] universities observability, trialability, observability, trialability, perceived
perceived compatibility, compatibility, complexity, and perceived
complexity, and enjoyment have significant effect on the
perceived enjoyment acceptance of e-learning system.
Al-Fraihat et UK TAM with Educational quality, The study identified four factors for the
al. [23] university DeLone & system quality, success of e-learning system are: educational
McLean IS information quality and quality, system quality, information quality
model service quality and service quality.
Undergrad TAM model Self-efficacy, learning They found that self-efficacy, learning
Valencia- uate autonomy, ease of use and autonomy, ease of use and usefulness are the
Arias et al. students at usefulness key factors affecting the acceptance of e-
[24] Colombia learning among university students.
Tarmuji et Mathemati TAM model perceived resources, Tarmuji et al. [25] found that perceived
al. [25] cs students usefulness, ease of use resources with TAM model constructs
and attitude to use (usefulness, ease of use and attitude to use)
are the primary factors for acceptance of e-
learning among mathematics students.
Olasina [26] KwaZulu- UTAUT Social influence, attitude The study found that social influence, attitude
Natal and perceived usefulness, and perceived usefulness, stress, satisfaction
university
VOLUME XX, 2017 9
stress, satisfaction and and fatigue are critical to behavioural

fatigue intention to accept e-learning.
Ahmad et al. Saudi - Organizational The study found that organizational
[56] Arabian infrastructure readiness, infrastructure readiness, efficient technology
Universitie efficient technology infrastructure, appropriate E-learning course
s infrastructure, appropriate design, course flexibility, understandable
E-learning course design, relevant content, stakeholders’ training,
course flexibility, security, access control and privileges,
understandable relevant commitment, and being user–friendly and
content, stakeholders’ well-organized, are the most critical success
training, security, access factors that may enhance the sustainability
control and privileges, and performance in e-learning.
commitment, and being
user–friendly and well-
organized
Naveed et al. Saudi cloud based e- Cloud service resilience, The empirical results indicate that cloud
[57] Arabian learning institutions’ service resilience, institutions’ organizational
Universitie organizational readiness, readiness, institutions’ technological
s institutions’ technological maturity and cloud-based e-Learning
maturity and cloud-based imperatives are the most critical success
e-Learning imperatives factors that could ensure the cloud based e-
learning success.
Naveed [67] Saudi - Student's dimension, The study found in his study that student's
Arabian instructor's dimension, dimension, instructor's dimension, design and
Universitie design and content's content's dimension, system and
s dimension, system and technological dimension and institutional
technological dimension management dimension have are the most
and institutional critical factors for ensuring the successful
management implementation of e-learning in Saudi
Arabian universities.
Ghazal et al. LMS in UTAUT Instructor characteristics, The study found that the effect of instructor
[47] Saudi course content quality and characteristics on students' usage and
Universitie course design acceptance of e-learning is very important.
s The researchers revealed that course content
quality and course design factors
significantly contribute to the success of e-
learning systems’ acceptance and usage.
Aldowah et Developin TAM Course design and course The researchers indicated that course
al. [48] g Country content characteristics (course design and course
content) may play a key role in shaping the
learning process and, consequently, motivate
students to use and accept an e-learning
system.
Alshehri et Saudi UTAUT Social influence, Alshehri et al. [49] found that facilitating
al. [49] Arabian facilitating conditions, conditions in terms of the availability of
Universitie effort expectancy and hardware and software resources and
s performance expectancy technical support significantly influence the
behavioral intention to use an LMS.
Table 1 summarizes the previous recent studies that have dimension, instructor's dimension, design and content's
been conducted to study e-learning acceptance. Little studies dimension, system and technological dimension and
that have explored the effect of some important factors that institutional management dimension have are the most
could contribute to enhancing the acceptance and usage of e- critical factors for ensuring the successful implementation of
learning systems, such as course design, course content e-learning in Saudi Arabian universities. Therefore, this
support, course assessment and instructor characteristics study aims to investigate the essential determinants that
[67], [68]. Naveed [67] found in his study that student's
VOLUME XX, 2017 9
influence students' actual use of e-learning systems in Saudi focus in this research will be on the UTAUT model, and the
universities. following section will present a description of the e-UTAUT
model.
D. E-LEARNING ACCEPTANCE AND TECHNOLOGY
ACCEPTANCE MODELS E. UNIFIED THEORY OF ACCEPTANCE AND USE OF
TECHNOLOGY (e-UTAUT)
In the literature, several models have been used to study the
user acceptance of information technology. These models The e-UTAUT`s main function is to identify variables
are the technology acceptance model (TAM) [11], the theory related to the acceptance of IT [14]. The e-UTAUT contains
of reasoned action (TRA) [12], the theory of planned four constructs: (1) performance expectancy, (2) effort
behavior (TPB) [13] and the unified theory of use and expectancy, (3) social influence, and (4) facilitating
acceptance of technology (UTAUT) [14]. Venkatesh et al. conditions. Figure 1 shows the four moderators as (1) gender,
[14] evaluated the UTAUT against the eight other models (2) age, (3) experience and (4) voluntariness of use. More
and determined that it was the most effective. The UTAUT detailed descriptions of these constructs are provided in the
identifies the users` intention to use information technology next sections. Many studies have applied e-UTAUT to a
and provides data on usage trends and patterns. Other variety of research areas, including mobile learning adoption
researchers [21],[26] performed similar studies and in Liew et al. [27] and virtual learning environment adoption
determined that the e-UTAUT was the most effective model. in Sumak et al. [28]. Olasina [26] indicated that the e-
In addition, the literature has shown that many researchers, UTAUT is not as effective in e-learning contexts as it is in
such as [22, 23, 24, and 25], have investigated the adoption other contexts. However, the scholars have indicated that the
of e-learning systems based on technology acceptance e-UTAUT is suitable for and provides valid results in IT-
models. The researchers found that the e-UTAUT is the most related studies, as mentioned by Venkatesh et al. [29]. The e-
popular model in the field of e-learning acceptance that UTAUT forms the theoretical foundation of the research
focuses on the technology factors of the successful model, but with some modifications to suit the context of this
implementation of e-learning systems. Therefore, the main study.
Performance
Expectancy
Effort
Expectancy Behavioral
Use Behavior
Intention
Social
Influence
Facilitating
Conditions
Gender Age Experience Voluntariness of use
FIGURE 1. e-UTAUT Model, Venkatesh [14]
IV. RESEARCH METHODOLOGY data collection in step 4, with a questionnaire survey used as
the main method of data collection in this study. This method
This section presents the methodology used in this research was preferred, because it enabled us to conduct the study
and includes the five steps. In the first and second steps, a across a large geographical distribution with lower cost and
comprehensive review of previous studies related to e- in less time compared to other data collection methods. In
learning acceptance as well as analysis of related models and addition, this method enabled the participants to fill out the
theories was carried out. Then, in the third step, the research questionnaire without bias and in a more comfortable
model was developed based on data collected from the manner. Finally, the gathered data were analyzed using
previous two steps. A quantitative approach was used for structural equation modeling (SEM).
VOLUME XX, 2017 9
They were age, gender, experience and voluntariness to use.

A. RESEARCH MODEL DEVELOPMENT Previous studies that used UTAUT in their research, e.g.,
[21],[26],[70] also excluded these effects for the same
This section discusses the development of the research reason.
model and the hypotheses, as shown in Figure 2. As we
mentioned in the previous section, the UTAUT was chosen • The course design, course content support, course
as the base model for our research model for the following assessment and instructor characteristics factors were
reasons. First, the e-UTAUT model is the most suitable included as independent variables in the e-UTAUT model
model for consumer-focused contexts [29],[69]. In addition, and were adopted from Wright [17] and Busaidi and Alshihi
UTAUT is the most powerful model for explaining users' [18].
technology adoption compared to other models, as indicated
by Dwivedi et al. [30]. Second, the UTAUT model explained • Wright [17] believes that including course design, course
about 70 percent of the variance in behavioral intention to content support, and course assessment provides better
use a technology. Third, several studies in the literature have results regarding actual use in learning management system
used the e-UTAUT as a theoretical basis for their research contexts. To identify whether this is the case, three
models [22] [23] [24]. Hence, we are justified in selecting hypotheses (H1, H3 and H5) were added to the research
the e-UTAUT model on the basis that it has been tried and model. We believe that this is the first study that includes
theory-tested. Therefore, this study uses the original UTAUT these hypotheses in the current e-learning related literature.
as the foundation for the research model, with some
modifications, as shown in Figure 2. • An independent variable included in the e-UTAUT was the
instructor characteristics factor, which was adapted from a
• The behavioral intention to use was investigated to identify study by Busaidi and Alshihi [18]. Busaidi and Alshihi [18]
its effect on usage of e-learning systems. Olasina [26] state hypothesized that this factor is important in relation to
that behavioral intention is related to actual use and is known performance expectancy and the intention to use learning
as the “behavioral intention to use”. management systems. Two hypotheses (H7 and H8) were
added to test this. We believe that the current literature does
• In this study, certain moderating aspects of the e-UTAUT not include these hypotheses.
model were removed because of asymmetrical distribution. B. RESEARCH MODELAND HYPOTHESES
Course Design Course Content Course Assessment

(CD) Support (CCS) (CA)
Performance
Expectancy (PE)
Effort Expectancy
(EE) Behavioral Intention to Actual Use of E-
Use (BIU) learning System (AUE)
Social Influence
(SI)
Facilitating Instructors
Conditions (FC) Characteristics (IC)
FIGURE 2. Research model
VOLUME XX, 2017 9
COURSE DESIGN (CD) to be feasible, relevant, accurate, and congruent with both the
objectives and the course content [17]. In fact, some
Course design consists of what constitutes of the course such instructors failed to create online quizzes and self-
as course information, instructional objectives, course layout assessment tests in their courses, which led poor
and course output Wright [17]. Studies by Tarus, Gichoya performance in assessment of the students. Providing
and Muumbo [31] and Chawinga [32] confirmed that well examination assessment feedback immediately for students
designed courses appropriate to learners’ knowledge, skills can positively effect on students' usage and acceptance of e-
and abilities improved quality of e-learning system and thus; learning system. Therefore, this study proposes the following
increase students’ acceptance of e-learning system. In hypotheses:
addition, Mtebe and Raisamo [33] mentioned that well
designed courses have a tendency to increase and maximize H5: Course assessment has a positive impact on actual use
e-learning system use, and increase students’ acceptance of of e-learning system.
the system. In a recent study conducted by Almaiah and
Almulhem [7] to study the status of e-learning in Saudi H6: Course assessment has a positive impact on
universities, they found out that poorly designed courses performance expectancy of e-learning system.
were responsible for low usage of e-learning system in Saudi
universities. Therefore, this study proposes the following INSTRUCTOR CHARACTERISTICS (IC)
hypotheses:
Instructor characteristics in this study include self-efficacy,
H1: Course design has a positive impact on actual use of e- attitude towards e-learning, experience and motivators or
learning system. incentives for instructors when use e-learning system [18].
Instructor characteristics was found among primary factors
H2: Course design has a positive impact on performance that play a key role in motivating students to use and accept
expectancy of e-learning system. e-learning system [18]. Instructors should continuously
developed themselves to easily interact with the recent
COURSE CONTENT SUPPORT (CCS) pedagogical and technological tools through training in the
effective use of technological resources in e-learning and
The use of multimedia features with solid content and how to prepare e-learning lessons Mtebe & Raisamo [33].
appropriate instructional methods can significantly influence Thus, instructor characteristics factor could play an
the learning process Tchoubar [34]. Multimedia features important role in motivating students to use and accept e-
improves learning process by keeping the students engaged learning system. Hence, this study proposes:
and motivated to learn. For example, the use of videos and
animations can explain complex concepts more effectively H7: Instructor characteristics has a positive impact on
than standalone text Tchoubar [34]. In addition, the use of actual use of e-learning system.
audio recordings and animations can help students to focus
and remember of what the instructor explain through the PERFORMANCE EXPECTANCY (PE)
classroom. Moreover, the use of discussion forums and chat
enable students to asynchronously share and exchange their ‘Performance Expectancy’ in this study refers to “the extent
ideas and experiences with their instructor’s participation to which a technology benefits the student when performing
[35]. Based on this discussion, course content support factor a particular activity” [29]. The performance expectancy
could play an important role in enhancing the use and construct is commonly incorporated into the UTAUT to
acceptance of e-learning system among Saudi students. predict behavioural intention to use ICT systems [29]. For
Hence: instance, Rodrigues, Gwendolyn, Sarabdeen, and
Balasubramanian [36] used the UTAUT model to investigate
H3: Course design has a positive impact on actual use of e- usage in the United Arab Emirates (UAE). The results
learning system. indicated that performance expectancy is linked to
behavioural intention. [30] also identified the same trend in
H4: Course design has a positive impact on performance their study. Other researchers such as Mahande and Malago
expectancy of e-learning system. [21] implemented the UTAUT model, and data supports the
idea that performance expectancy and behavioural intention
COURSE ASSESSMENT(CA) are connected. Therefore, it is proposed that:
Course assessment in this study refers to the online H8: Performance expectancy has a positive impact on
administration of assignments, online continuous assessment behavioural intention to use of e-learning system.
tests and online end semester examinations by using e-
learning system. Course assessment is critical factor in
measuring the learning objectives and therefore they ought EFFORT EXPECTANCY (EE)
VOLUME XX, 2017 9
Effort expectancy is the “level of effort a student thinks a

specific task will require” [29]. It is a vital construct of the C. RESEARCH INSTRUMENT DEVELOPMENT
UTAUT model and is used extensively to examine learners`
intentions related to new technology [29]. Mahande and A survey questionnaire was designed to identify the main
Malago [21] identified that effort expectancy was very determinants of e-learning acceptance. The questionnaire
influential in determining use of e-learning system. Alshehri contains 30 questions and ten variables. The questions were
et al. [37] also identified that effort expectancy is related to adapted from previous research to ensure content validity.
behavioural intention. Many similar studies apply the For example, performance expectancy, effort expectancy,
UTAUT, and there is evidence to support the idea that effort social influence and facilitation conditions were adapted
expectancy and behavioural intention are closely related. from Venkatesh et al. [14]. Course design, course content
Therefore, the following hypotheses is proposed: support and course assessment were taken from Wright [17].
Instructor characteristics were taken from Busaidi and
H9: Effort expectancy has a positive impact on behavioural Alshihi [18]. Finally, the behavioral intention to use and
intention to use of e-learning system. actual use were adapted from Venkatesh et al. [14], as shown
in Table 2. The questionnaire includes five questions that
SOCIAL INFLUENCE (SI) identify the demographics of participants. The questionnaire
was translated into Arabic language to make the questions
Social influence is the “extent that consumers feel other easily understood for all Saudi students, because Arabic is
people think they ought to be using a specific technology” the native language for them. The questionnaire uses a five-
[29]. It is the third construct included in the UTAUT model, point Likert scale, ranging from ‘Strongly Disagree’ to
and other studies show that it can be quite influential in ‘Strongly Agree’. The five-point Likert scale is believed to
promoting use. Whereas in others, the results suggest that be more accurate than the three-point scale [38].
there is no significant relationship. Alshehri et al. [37] found
no strong evidence of social influence in students in Saudi D. RESPONDENTS
Arabia. It is possible that the influence varies from country
to country and is dependent on culture. However, Mahande In this study, the target population was the undergraduate and
and Malago [21], identified that it can be influential. postgraduate students from King Faisal University.
Therefore, it is proposed that: According to the statistics obtained from the Registration
Department at King Faisal University, there were 8500
H10: Social influence has a positive impact on behavioural enrolled students at the time of data collection. According to
intention to use of e-learning system. Hair et al. [39], the minimum sample size for a population of
5000 is 357. Based on that, the sample size of this study is
FACILITATING CONDITIONS (FC) acceptable.
Facilitating condition is “a consumer`s perception of the As mentioned by Hair et al. [39], the sample should represent
disposable resources and support when performing a task” the population and must contain a sufficient number of
[29]. In the original model of UTAUT the impact of respondents. When the number of participants is higher, the
facilitating conditions was insignificant [14]. Several studies study produces greater validity and results that are more
analyse the relationship between facilitating conditions and reliable. In this study, 600 questionnaires were distributed to
online government services. For example, Salloum et al. [1] students at King Faisal University in Saudi Arabia.
applied the UTAUT model to investigate usage rates of e- Therefore, the number of participants was acceptable. The
learning system in UAE. They found that facilitating respondents were from different departments, such as the
conditions were beneficial to behavioural intention. Information Systems department, Educational Technologies
Therefore, it is proposed that: department and the Software Engineering department. The
H11: Facilitating condition will have a positive effect on respondents were selected due to their experience with the
behavioural intention to use of e-learning system. use of technology. A total of 600 questionnaires were
distributed, and 507 completed questionnaires were
BEHAVIOURAL INTENTION TO USE (BIU) collected, showing a response rate of 84.5 %.
The Behavioural Intention to Use was investigated to E. PILOT TEST

identify the effect on usage and acceptance of e-learning
system. Alshehri et al. [37] state that behavioural intention is A pilot study was carried out on 35 respondents to determine
related to actual use and is known as “Behavioural intention how reliable the questionnaire was. Cronbach Alpha analysis
to use”. Hence: was performed to examine the consistency of data. Table 4
indicates that the values of Cronbach Alpha greater than 0.7
H12: Behavioural intention to use has a positive impact on for all variables (α >0.7).
actual use of e-learning system.
VOLUME XX, 2017 9
TABLE 2. Instrument constructs and items
Constructs Items Literature

Course Design (CD) CD1 The e-learning course has adequate information about the course e.g. Wright
duration, list of books, availability of instructor [17]
CD2 The e-learning course has relevant accurate, complete content aligned to
objectives.
CD3 The e-learning course is attractive and consistent layout
CD4 A well designed e-learning courses will improve the e-learning system
acceptance
Course Content Support CCS1 The e-learning courses use multimedia features Wright
(CCS) CCS2 The e-learning courses use discussion forums and chat [17]
CCS3 The use of videos and animations can explain complex concepts effectively
Course Assessment (CA) CA1 The e-learning course offers online quizzes and self-assessment tests Wright
CA2 The e-learning course offers clear course assessment methods [17]
CA3 The e-learning course provides a feedback on time
Instructor IC1 Instructors should have computer experience and internet skills Busaidi
Characteristics (IC) IC2 Instructors should have self-motivated to use e-learning and Alshihi
IC3 Instructors motivate us to use e-learning system [18]
Performance Expectancy PE1 Using e-learning system enables me to accomplish my needs more quickly Venkatesh
(PE) and more efficiently. et al. [14]
PE2 Using e-learning system increases equity between all students.
PE3 Using e-learning system would save students’ time.
PE4 Using e-learning system increases the quality of learning process.
Effort Expectancy (EE) EE1 The use of e-learning system is easy. Venkatesh
EE2 It is easy for me to become skilful at using the e-learning system. et al. [14]
EE3 By using the e-learning system, I am able to obtain learning services easily.
Social Influence (SI) S1 Friends who are important to me think I should use e-learning system. Venkatesh
SI2 Friends whose opinions I value would prefer me to use e-learning system. et al. [14]
SI3 Friends who influence me think that I should use e-learning system.
Facilitating Conditions FC1 I have the resources necessary to use e-learning system. Venkatesh
(FC) FC2 I have the knowledge necessary to use e-learning system. et al. [14]
FC3 There is a specific person or group available for assistance with any technical
problem I may encounter.
Behavioural Intention to BIU1 I intend to use e-learning system in the future. Venkatesh
Use (BIU) BIU2 I plan to use e-learning system in the future. et al. [14]
Actual Use (AU) AU1 I prefer to use e-learning system Venkatesh
AU2 I like to use e-learning system et al. [14]
V. DATA ANALYSIS AND RESULTS studied in the department of Information Systems (34.3 %).
In addition, 98.8 % of our respondents used the internet
A. RESPONDENTS’ DEMOGRAPHIC PROFILE several times every day.
The profile background for the respondents is based on

gender, age, level of study, sector and internet use. The
profile background is summarized in Table 3. Based on the
respondents’ responses, 60.5 % were males, and 39.5 % were
females. The age distribution was 62.1 % of 22-32 year-olds,
29.5 % of 32-42 year-olds, and 8.4 % of students over the
age of 42 years. In addition, the majority of respondents were
undergraduates (74.5 %). The majority of the respondents
VOLUME XX, 2017 9
TABLE 3. Respondents’ demographic profile

Classification Frequency Percent
Gender Male 307 60.5
Female 200 39.5
Age 22-32 315 62.1
32-42 150 29.5
Over 42 42 8.4
Level of study Undergraduate 378 74.5
Postgraduate 129 24.5
Department Information System 174 34.3
Educational Technologies 157 30.9

Software Engineering 176 34.7
Internet use Never used 0 0.0
Several times weekly 6 1.2
Several times every day 501 98.8
B. RELIABILITY ANALYSIS
Before conducting the primary analysis, the research highly reliable and that values between 0.6 and 0.7 are
instrument must be verified. A reliability analysis measures deemed acceptable. Table 4 shows that the reliability values
the consistency between items in the same construct using for all constructs were greater than 0.7 and that the
Cronbach's alpha. Hair et al. [39] state that, ideally, a value questionnaire was considered reliable.
of above 0.7 is required for the analysis to be classed as
TABLE 4. Results of reliability and convergent validity analysis
Constructs Cronbach's Alpha (α Average Variance Extracted

>0.7) (AVE>0.5)
Course Design (CD) 0.90 0.79
Course Content Support (CCS) 0.93 0.81
Course Assessment (CA) 0.86 0.71
Instructor Characteristics (IC) 0.91 0.80
Performance Expectancy (PE) 0.83 0.65
Effort Expectancy (EE) 0.85 0.68
Social Influence (SI) 0.81 0.60
Facilitating Conditions (FC) 0.87 0.71
Behavioral Intension to Use (BI) 0.89 0.74
Actual Use (AU) 0.85 0.71
VOLUME XX, 2017 9
C. VALIDITY ANALYSIS than 0.5. For the discriminant validity analysis, the square
root of AVE was taken to correlate the latent constructs.
In this study, the validity of the constructs was assessed for Table 5 shows that the square root of the AVE for all
convergent validity and discriminant validity. For the constructs is higher than the pairwise correlations. Therefore,
convergent validity, the results in Table 4 show that the the psychometric characteristics of the instrument are
average variance extracted (AVE) was above 0.5. Hair et al. acceptable in terms of discriminant validity [41].
(2010) state that an acceptable level of variance is higher
TABLE 5: Results of Discriminant validity analysis
Constructs CD CCS CA IC PE EE S1 FC BI AU
Course Design (CD) 0.87
Course Content Support (CCS) .482 0.89
Course Assessment (CA) .473 .439 0.84
Instructor Characteristics (IC) .434 .394 .389 0.79
Performance Expectancy (PE) .463 .533 .445 0.44 0.81
Effort Expectancy (EE) .377 .515 .408 .384 0.40 0.75
Social Influence (SI) .560 .455 .502 .566 .301 0.22 0.71
Facilitating Conditions (FC) .473 .459 .291 .338 .345 .421 0.30 .081
Behavioral Intension to Use (BI) .545 .390 .473 .344 .434 .394 .389 0.412 .875
Actual Use (AU) .394 .389 .377 .515 .408 .377 .515 .408 .401 .814
D. MODEL TESTING Fidell [42] believe that the goodness of fit (GoF) is an
important stage of testing. In this study, a confirmatory factor
Model testing involves assessing how well suited the analysis (CFA) was used to identify the model-fit indices of
research instrument is to the study data. For this study, the the research model, as shown in Table 7.
goodness of fit (GoF) method was used. Tabachnick and
TABLE 6. model fit indices analysis
Fit index Research model Recommended values

x²/d.f. 0.401 <3.00
GFI 0.921 >0.90
AGFI 0.876 >0.80
RMSEA 0.033 <0.06
SRMR 0.072 <0.08
NFI 0.932 >0.90
NNFI 0.941 >0.90
CFI 0.923 >0.90
IFI 0.911 >0.90
VOLUME XX, 2017 9
Following the confirmation that the model was suitable for to be relevant in enhancing the usage and acceptance of e-
the data, the SEM analysis was carried out with SmartPLS learning systems among students. Based on the results of this
version 3.0. Figure 3 contains data obtained from the study, course design and instructor characteristics proved to
hypotheses testing. In total, 12 hypotheses were proposed to be the most important factors in determining the actual use
examine the effects of course design, course content support of e-learning systems among students (H1, β = 0.291 and H7,
and course assessment on the performance expectancy and β = 0.216). In addition, this study explains the relationship
actual use of e-learning systems, the effects of instructor between course design, course content support, course
characteristics on the actual use of e-learning systems, and assessment and performance expectancy, which is something
the effects of performance expectancy, effort expectancy, that has not yet been tested in the e-learning acceptance
social influence and facilitating conditions on the intention context. The results indicate that course design, course
to use e-learning systems, all of which affect the actual use content support and course assessment have a positive and
of e-learning systems. All hypotheses except for H10 were significant effect on the performance expectancy of e-
supported, meaning that 9 out of the 10 factors were shown learning systems.
Course Design (CD) Course Content Course Assessment

Support (CCS) (CA)
0.193* 0.227*
0.153 0.136 0.184
β = 0.216*
Performance
Expectancy (PE) 0.285*
Effort 0.248*
Expectancy (EE) Behavioral
Actual Use of E-
Intention to
0.307* learning System
Social 0.028 Use of E-
(AU)
learning
Influence (SI) R² = 0.581
System (BI)
0.271
Facilitating
Conditions (FC) 0.216*
Instructor
Characteristics (IC)
Supported
Not Supported
FIGURE 3. Results of SEM analysis
V1. DISCUSSION
In accordance with the purposes of this study, this research study. The proposed model examined the effect of four
investigated the main determinants influencing students' external variables (course design, course content support,
actual use of e-learning systems in Saudi universities. course assessment and instructor characteristics) with e-
Accordingly, a new model was proposed through the UTAUT constructs (performance expectancy, effort
extension of e-UTAUT, with the most important factors that expectancy, social influence and facilitating conditions) on
were obtained from the literature analysis results in this the actual use of e-learning to predict the acceptance of an e-
VOLUME XX, 2017 9
learning system. The research model and hypotheses were e-learning system course contributes to the students’
evaluated using the SEM method. The results are discussed resistance to use the system. Thus, IS designers, policy
in detail below. makers and instructors at these universities need to consider
this issue by enhancing the quality of course design to
The results showed that course content support has a achieve high levels of usage and acceptance of e-learning
significant effect on both actual use and performance systems.
expectancy. These results suggest that when the course The results of this study revealed that course assessment has
content underlying the e-learning system supports different a significant positive effect on performance expectancy and
types of multimedia features to explain complex concepts in the actual use of e-learning systems. These results suggest
the course content, such as videos, animations and audio that when the course assessment underlying the e-learning
recordings, this improves the learning process; thus, to system provides online examination assessment with
increase the students' performance expectancy, the immediate feedback, this motivates the students to use the e-
usefulness of the e-learning system should be increased, learning system. The results also suggest that employing
which would motivate the students to use and accept the e- self-assessment tests in courses via an e-learning system to
learning system. Moreover, the results suggest that when the evaluate the students' knowledge will improve the learning
course content offers discussion forums and chats to enable process and thus increase the usefulness of the e-learning
the students to asynchronously share and exchange their system for students, which will motivate them to use and
ideas and experiences with their instructor's participation, accept the e-learning system. This result is consistent with a
this convinces the students that the e-learning system is previous study [17], which found that course assessment has
useful for them. This result is consistent with a study a significant effect on actual use. The implication of these
conducted by Wright [17], in which course content support results is that universities should introduce improvements in
was found to have a significant effect on actual use. The e-learning course assessment through the online
compatibility between the results observed in this study and administration of assignments, online continuous assessment
those found in the literature indicates a lack of important tests online and that online end-of-semester examinations
features of the course content that the e-learning system can potentially enhance the quality of e-learning services to
should provide at universities. Thus, IS designers and policy achieve high levels of usage and acceptance of e-learning
makers at universities need to consider these features and systems.
requirements by introducing multimedia features (e.g.,
videos, animations and audio recordings) and In terms of instructor characteristics, this study presents
communication tools (e.g., discussion forums and online interesting results, which show that instructor characteristics
chats) to achieve high levels of usage and acceptance of e- have a significant positive impact on the actual use of e-
learning systems among students. learning systems that differs from the results of previous
studies [46],[53],[54]. These results suggest that when the
In terms of course design, the results indicated that course instructors have sufficient computer skills and positive
design has a significant positive effect on students’ actual use attitudes towards interacting spontaneously with an e-
of e-learning system. The results suggest that when the learning system, they will play an important role in
course design of an e-learning system is appropriate for motivating the students to use the e-learning system. The
students' knowledge, the students’ acceptance of the e- results also suggest that when instructors have experience
learning system increases. Additionally, the results indicate with creating virtual classes and uploading courses,
that when the course underlying the e-learning system is well assignments, and homework, these actions will motivate the
designed, it contributes to motivating the students to use the students to use the e-learning system to register for the virtual
system and thus enhances e-learning system acceptance. classes, download courses and submit homework and that
This result is consistent with work done by Wright [17], in these actions will thus enhance the acceptance of e-learning
which course design was shown to have a significant effect systems. The discrepancy between the results observed in
on the actual use of the system. The results also indicate that this study and those found in the literature refers to some
course design has a significant positive effect on the instructors who have failed to create online classes and
performance expectancy of an e-learning system. The results courses via e-learning systems, which led to low e-learning
suggest that when e-learning course design includes system usage by students. Thus, the implication of these
important information such as course information, results is that universities should continuously develop their
instructional objectives, course layout and course output in a instructors’ abilities to easily interact with recent
clear manner, the students will find the e-learning system technological tools by conducting training courses on how to
useful for them; this situation would encourage the students use e-learning systems effectively.
to use the system and thus enhance e-learning system
acceptance. The compatibility between the results observed With respect to the UTAUT constructs, the results revealed
in this study and those found in the literature indicates the that performance expectancy has a significant positive effect
limited quality of the course design of e-learning systems on the behavioral intention to use e-learning systems. These
provided by the universities. Additionally, a poorly designed findings correspond to the original theoretical foundation of
VOLUME XX, 2017 9
UTAUT [14]. These results are as expected, because when courses and learning materials. Such factors will enhance
the students perceive that the e-learning system is useful to students' usage and acceptance of e-learning systems.
them, their intention to use the e-learning system increases.
The results also indicated that performance effort has a A. THEORETICAL AND PRACTICAL IMPLICATIONS
significant positive effect on the behavioral intention to use
e-learning systems. These results also support the original This study is among the first on e-learning acceptance in the
hypothesis of e-UTAUT [14]. When students perceive that Saudi Arabian context and might provide useful guidance for
an e-learning system is user-friendly and easy to use, this both academicians and practitioners to reveal which
increases the students' actual use of the e-learning system. In important factors should be considered for e-learning system
terms of social influence, the results were the opposite to the acceptance. Regarding the theoretical and practical
original hypothesis of e-UTAUT [14]. The effect of social implications, the research model that was developed and
influence on behavioral intention to use e-learning in this applied in this study is based upon UTAUT, which helps
study was non-significant. This result can be explained by merge the new constructs with the proposed model that is
the relatively low use of e-learning systems by students at based on earlier literature. This research has made a
Saudi universities: because of the absence of high user significant contribution by adding four new factors that
numbers, social influence is not considered significant, affect e-learning system acceptance (course design, course
because there are not enough students for them to have a content support, course assessment and instructor
significant impact on their peers. Finally, the results characteristics). According to the previous literature, most
indicated that facilitating conditions and the behavioral researchers have studied e-learning acceptance with other
intention to use e-learning systems are closely related. This factors, such as organizational, cultural, etc., and less
result indicates that Saudi universities have the right idea, as attention has been accorded to course design, course content
they are currently investing large sums of money to improve support, course assessment and instructor characteristics
ICT infrastructure. This result is consistent with previous factors. Thus, the current study sheds light on the most
work by Olasina [26] conducted at KwaZulu-Natal important factors that reflect e-learning system acceptance
University. among students in Saudi Arabia. Moreover, this research
focuses on the dimensions that moderate the course design,
Overall, the model developed in this study determined the course content support, course assessment and instructor
main factors of e-learning system acceptance that could be characteristics that affect students' acceptance of e-learning
beneficial for Saudi universities to ensure the successful systems, and the research conducts the empirical validation
implementation of e-learning systems. In addition, this of the theoretical model based on the country’s culture.
research adds to the current literature by using an extended Therefore, the findings of this research will serve as an
version of the UTAUT with four new constructs. Therefore, important reference for policy makers for the purposes of
the findings of this research will serve as an important setting a strategic vision.
reference for university policy makers, designers and
researchers regarding the students’ priorities when B. LIMITATIONS
improving the course design, course content support and
course assessment, and thereby increasing the usage and As with any research, this study still has some limitations
acceptance of e-learning systems among students. that should be considered in the future. First, the research
applied the e-UTAUT model, and many researchers have
Furthermore, this study can be a valuable reference for criticized this model due to some limitations and weaknesses
researchers that will enable them to become better in its application [43] [44] [45]. Second, this research was
acquainted with the key aspects of e-learning system conducted in a developing country where e-learning systems
acceptance among Saudi students, given the findings of this are still in the early stages with limited interactivity. Hence,
study. Therefore, all solutions and technical issues the findings of the research may not apply to developed
concerning the implementation of e-learning system courses countries where e-learning systems are fully interactive.
can be made more easily understandable, making the systems Generalizing these findings should be done cautiously, as
useful, more effective, and reliable. The findings indicate this research makes use of a specific sample in a cross-
how instructor characteristics could significantly affect the sectional study. Finally, in this research, the questionnaire
students’ motivation to use e-learning systems based on a questions that were originally in English were translated to
significant correlation between the instructor characteristics Arabic, and the participants of this study answered the
and the actual use of e-learning. Moreover, this study helps Arabic questions. Normally, to ensure that the translation of
universities exploit e-learning system advantages by the questions is appropriate, researchers translate the
providing well-designed courses appropriate to learners’ translated version of the questionnaire back to the original
knowledge, supporting different types of multimedia language (in this case from English to Arabic and then from
features and offering online discussion forums with Arabic back to English) to ensure that the questionnaire in
instructors to answer all the students’ questions regarding the the two languages is compatible.
VOLUME XX, 2017 9
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explore factors that achieve high quality of mobile learning
The authors acknowledge the Deanship of Scientific system based on students’ perspectives. Engineering science
Research at King Faisal University for the financial support and technology, an international journal. 2016 Sep
under Nasher Track (186326). 1;19(3):1314-20.
[16] Baabdullah A, Dwivedi YK, Williams MD. Adopting
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Applied Computing and Informatics. 2016 Jan 1;12(1):27- Dr. Mohammed Amin Almaiah received his
50. PhD in Computer Science from University Malaysia
[60] QN. Naveed, Muhammed A, Sanober S, Qureshi MR, Terengganu from Malaysia. MSc in Computer Information
Shah A. Barriers Effecting Successful Implementation of E- System from Middle East University (MEU) in 2011 from
Learning in Saudi Arabian Universities. International Jordan. He is now working as Assistant Professor in the
Journal of Emerging Technologies in Learning. 2017 Jun Department of CIS at King Faisal Saudi Arabia. He has
1;12(6). published over 15 research papers in highly reputed journals
such as the Engineering and Science Tecnology, an
International Journal, Education and Information
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Technologies, the Journal of Educational Computing Dean of students’ affairs at King Faisal University, Alahsa,
Research and others. Most of his publications were indexed Saudi Arabia. He had his PhD and Master degree in
under the ISI Web of Science and Scopus. His current Education Technology from Ohio University, USA, in 2015.
research interests include mobile learning, software quality, He also had his Bachelor degree in Mathematics Education
network security and technology acceptance. He is a certified from King Faisal University, SA, in 2001. His research
recognized Reviewer by several leading journals in IEEE, interests include Integration of technology through
Elsevier and Springer. curriculum development for face-to-face and online learning,
the development of virtual learning environments and e-
learning
Dr. Ibrahim Alyoussef is an assistant

professor in Educational Technology department and Vice
VOLUME XX, 2017 9
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Analysis of the Effect of Course Design, Course Content Support, Course

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Drmohammed Almaiah Ibrahim Alyoussef

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Analysis of the Effect of Course Design, Course

Corresponding author: Mohammed Amin Almaiah (malmaiah@kfu.edu.sa).

I. INTRODUCTION useful features, such as easy access to learning materials and

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B. BARRIERS OF E-LEARNING Furthermore, some important issues related to course

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TABLE 1. Previous studies of e-learning acceptance

Literature Context Model used Factors Results

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stress, satisfaction and and fatigue are critical to behavioural

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Gender Age Experience Voluntariness of use

FIGURE 1. e-UTAUT Model, Venkatesh [14]

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They were age, gender, experience and voluntariness to use.

Course Design Course Content Course Assessment

FIGURE 2. Research model

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Effort expectancy is the “level of effort a student thinks a

The Behavioural Intention to Use was investigated to E. PILOT TEST

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TABLE 2. Instrument constructs and items

Constructs Items Literature

The profile background for the respondents is based on

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TABLE 3. Respondents’ demographic profile

Female 200 39.5

Age 22-32 315 62.1

32-42 150 29.5

Level of study Undergraduate 378 74.5

Postgraduate 129 24.5

Department Information System 174 34.3

Educational Technologies 157 30.9

Several times every day 501 98.8

TABLE 4. Results of reliability and convergent validity analysis

Constructs Cronbach's Alpha (α Average Variance Extracted

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TABLE 5: Results of Discriminant validity analysis

TABLE 6. model fit indices analysis

Fit index Research model Recommended values

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Course Design (CD) Course Content Course Assessment

FIGURE 3. Results of SEM analysis

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Dr. Ibrahim Alyoussef is an assistant

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