Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

Abstract

Purpose

This research explores the effect of e-learning Moodle-based system usability on students' learning outcomes with the possible intervening role of teacher's behavior and online engagement.

Design/methodology/approach

In this research, the authors followed a quantitative methodology and a deductive research approach. Data were collected from 433 students at different study levels and academic specializations in higher education institutions (HEIs) in Oman. The data have been analyzed using partial least squares structural equation modeling via Smart-PLS.

Findings

The findings of this research show that e-learning system usability affects students' learning outcomes. Moreover, the relationship between these two variables is mediated by teacher behavior and students' online engagement.

Originality/value

This study is important as it adds to the understanding of the role of e-learning system usability in predicting student outcomes. From practical perspectives, especially during the spread of the COVID-19 pandemic, this study also helps practitioners at private HEIs use e-learning systems more efficiently and effectively to improve students' engagement and learning outcomes.

Citation

Dahleez, K.A., El-Saleh, A.A., Al Alawi, A.M. and Abdel Fattah, F.A.M. (2021), "Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior", International Journal of Information and Learning Technology, Vol. 38 No. 5, pp. 473-492. https://doi.org/10.1108/IJILT-04-2021-0057