Rankapola, Madute Elias2024-07-042024-07-042022-05https://hdl.handle.net/10352/748Ph. D. (Department of Information System, Faculty of Applied and Computer Sciences), Vaal University of Technology.As e-learning systems adoption increases worldwide, their effectiveness and success measurement become imperative. Therefore, it is crucial to justify the investment made in e-learning systems by assessing their value and benefits within the academic field. Higher Education Institutions (HEIs) adopt and implement e-learning systems to enhance the quality of their teaching and learning practices, such as extending the teaching and learning space beyond physical locations, convenience, on-demand learning, self-paced learning, cost-effectiveness, time-efficient and flexible learning environments. However, some universities in developing countries encounter many challenges in implementing e-learning systems and eventually drop out of their e-learning system endeavours. This implies that universities in developing countries may face unique challenges compared to those in developed countries. Therefore, the current study aimed to identify and investigate critical e-learning system success factors at universities of technology in South Africa and develop a comprehensive model to measure the e-learning system success. A literature review was conducted to achieve the research aims and objectives, and a research model that encompassed the variables: Technical System Quality (TSQ), Content & Information Quality (C&IQ), Educational System Quality (ESQ), Service Quality (SQ), User Self-Efficacy (USE), User Satisfaction (US), Intention to Use/Use (IU/U), Net Benefits and System Loyalty (SL). A cross-sectional survey was implemented using a 5-Likert scale electronic questionnaire to collect data from a sample of 654 participants studying Information and Communication Technology (ICT) from universities of technology in South Africa. The reliability was measured using Cronbach's alpha and all the values were greater than 0,73, higher than the threshold of 0.70 for acceptable reliability. Validity was conducted through convergent (AVE>0.5) and discriminant validity (AVE>ICCS). Factor analysis was done using Principal Component Analysis (PCA), and all nine constructs were retained after the analysis. The structural model displayed suitable model fit indices (CMIN/DF = 3.514; CFI = 0.935; Normed Fit Index Root Mean Square Error of Approximation (NFI) = 0.953; Comparative fit index (CFI) = 0.959; AGFI = 0.880; Tucker-Lewis Index (TLI) = 0.926; and (RMSEA) = 0.068). These GoF results highlighted that the model was acceptable for deriving conclusions from the hypotheses tested. Pearson Correlation Analysis results showed positive relationships exist between the variables except for TSQ & USE. Multiple regression analysis indicated that USE→C&IQ (β= 0.183, <0.05); USE→ESQ (β = 0.453, <0.05) USE→SQ (β = 0.785,<0.05), USE→US (β = 0.995, <0.05), US→USE (β = 0.605, <0.05), IU/U→US (β = 0.797, <0.05), NB→IU/US (β= 0.538, <0.05), IU/U→NB (β = 0.166, <0.05), SL→NB (β = 0.736, <0.05) were statistically supported. The final model was then developed. The study contributed to the body of knowledge by highlighting critical factors that influence an e-learning system success at universities of technology in South Africa. The study provided a deep insight into the theories and models used for measuring system success. A modified model was developed. The model may be used by researchers to test system success in different settings and countries. Universities of Technology may use the model to guide the design, development and adoption of e-learning systems.enE-learningE-learning System SuccessE-learning ImplementationDeveloping CountriesUniversities of TechnologyDissertations, Academic -- South Africa.Education -- Higher -- South Africa.Internet in education.Continuing education -- Computer-assisted instruction.Thesis