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DeLone and McLean Information Systems Success Model in a Blended-Learning Context

DeLone and McLean Information Systems Success Model in a Blended-Learning Context

Ibrahim Abdalla Alfaki
Copyright: © 2021 |Volume: 17 |Issue: 4 |Pages: 17
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799859390|DOI: 10.4018/IJICTE.20211001.oa18
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MLA

Alfaki, Ibrahim Abdalla. "DeLone and McLean Information Systems Success Model in a Blended-Learning Context." IJICTE vol.17, no.4 2021: pp.1-17. http://doi.org/10.4018/IJICTE.20211001.oa18

APA

Alfaki, I. A. (2021). DeLone and McLean Information Systems Success Model in a Blended-Learning Context. International Journal of Information and Communication Technology Education (IJICTE), 17(4), 1-17. http://doi.org/10.4018/IJICTE.20211001.oa18

Chicago

Alfaki, Ibrahim Abdalla. "DeLone and McLean Information Systems Success Model in a Blended-Learning Context," International Journal of Information and Communication Technology Education (IJICTE) 17, no.4: 1-17. http://doi.org/10.4018/IJICTE.20211001.oa18

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Abstract

This study evaluates the success of the blended-learning mode in the context of a higher education institution in the Arabian Gulf region, utilizing the updated DeLone and McLean information systems success model. Students were surveyed about their perceptions of and feedback on the different characteristics of blended learning. Use of the blended-learning system and student satisfaction had a significant positive influence on net benefits. The service quality aspects of the blended-learning system—collaboration, support, and interaction between involved parties—provided strong support to both system use and student satisfaction. This study is one of only a few to evaluate blended learning in the Arabian Gulf region. The findings increase understanding of blended-learning system use in the entire region and shed light on its relation to student contentment. This would aid the curriculum design process, resources allocation, adoption, and customization of the blended-learning modality.