Abstract:

E-learning systems have become an essential tool in teaching and learning processes during the COVID-19 pandemic. Nowadays, despite the return to face-to-face classrooms and due to the advance of new technologies, the use of e-learning continues or even it has raised in many disciplines, both in higher education and at secondary school.

In 2021, a study was conducted to measure the E-learning success based on student self-assessment, in order to investigate the students' own attitudes towards E-learning. The sample was comprised for students to different levels and stages of education: Secondary education (Educación Secundaria Obligatoria, ESO) and baccalaureate, Universitat Politècnica de València (UPV) and the Central University of Ecuador.

In the initial action of the study was developed and validated a comprehensive model for measuring the success of E-learning systems on student academic performance and on students learning achievements. To this end, a new model was defined, the 3S-T, which is based on DeLone & McLean's information systems model, the technology acceptance model (TAM) and the e-learning acceptance measure (ElAM). This model highlights the factors that have influenced students' perception of their academic performance. Besides, using partial least squares regression structural equations modelling technique (PLS-SEM) with 217 students of secondary education, the tool was validated.

Based on the literature and the objectives of the research, in this paper we focus on answering the next two questions: “Is the 3T-S model also valid for higher education students? The results obtained with the students of secondary and baccalaureate are also applied to university students?”.

A sample of 372 students of higher education of both mentioned universities was obtained, with the objective to answer the two questions formulated above.

As main conclusions, it can be said that, in general, the model 3S-T gave quite consistent results in higher education student’s and the impact of e-learning quality on the students’ performance is related by their satisfaction with e-learning. These results are consistent with those obtained in secondary and baccalaureate students. These findings could provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.

Keywords:

Academic self-efficacy, on-line-learning, academic performance, e-learning acceptance, structural equation modelling, higher education.