The Effectiveness of E-Learning Portal from Instructors’ Perspective:
A Case Study of Mutah University
WAFA TARAWNEH
Department of Software Engineering,
Faculty of Information Technology,
Mutah University,
Karak,
JORDAN
Abstract: - This case study explores the efficacy of an e-learning portal as perceived by instructors at Mutah
University. The research delves into the interplay between the user-friendliness, utility, and technical assistance
provided by the e-learning portal and its overall effectiveness. Additionally, it investigates how the
effectiveness of the e-learning system impacts instructors' satisfaction and their willingness to continue using
the system. Data were gathered from 250 respondents through a self-administered questionnaire and subjected
to thorough correlation and regression analyses. The findings reveal that the ease of use, usefulness, and level
of technical support offered by the e-learning portal exhibited strong and positive associations with the overall
effectiveness of the e-learning system. Furthermore, the effectiveness of the e-learning system was discovered
to be significantly linked to instructors' satisfaction and their intent to continue using the system. These
discoveries hold significant implications for the design and implementation of e-learning systems and can serve
as valuable insights for decision-makers considering the integration of e-learning technologies within higher
education institutions.
Key-Words: E-learning, effectiveness, Mutah University, Instructors, perceptions, Jordan.
Received: July 25, 2022. Revised: August 26, 2023. Accepted: September 27, 2023. Published: October 11, 2023.
1 Introduction
The landscape of education underwent a profound
transformation with the onset of the COVID-19
pandemic, as universities and colleges worldwide
had to swiftly adapt to the era of online learning,
compelled by social distancing measures and
lockdowns. This transition, although fraught with
formidable challenges, has unveiled the immense
potential of e-learning in providing students with
educational experiences that are not only flexible
and accessible but also engaging. Interestingly, the
pandemic acted as a catalyst, expediting the
integration of e-learning into higher education, and
ushering in a new era marked by technological
innovation and novel teaching methodologies, [1].
Among the institutions navigating this
educational metamorphosis is Mutah University in
Jordan. Much like universities worldwide, Mutah
University had to pivot rapidly, transitioning its
teaching and learning activities into the virtual
realm to comply with social distancing regulations
and safeguard the health of its students and faculty,
[2]. This transition presented significant challenges,
demanding quick adaptation to new technologies
and teaching approaches while catering to the
unique needs of its diverse student population, [3].
In this context, our research emerges with a
clear purpose: to delve into the perspectives of
faculty members at Mutah University regarding the
e-learning portal, with a specific focus on evaluating
its ease of use, usefulness, satisfaction levels, and
intention to use. We aim to gain a deeper
understanding of the intersection of technology and
pedagogy in higher education. By immersing
ourselves in the experiences and viewpoints of
faculty members concerning the e-learning portal,
we aspire to empower decision-makers at Mutah
University and similar institutions with insights.
These insights will enable them to chart more
informed strategies for the future, enhancing the
quality of education by identifying areas where e-
learning can be optimized to better serve student
learning and engagement. Through this analysis, our
research endeavors to deliver several substantial
benefits:
Our research aims to contribute to a deeper
understanding of the intricate relationship between
technology and pedagogy in higher education by
shedding light on faculty members' experiences and
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attitudes toward e-learning. This understanding
equips decision-makers at Mutah University and
similar institutions with the knowledge needed to
formulate more informed strategies for the future.
Ultimately, our analysis strives to elevate the quality
of education by pinpointing areas where e-learning
can be enhanced to improve student learning and
engagement.
Recent studies have illuminated e-learning's
capacity to provide students with adaptable,
accessible, and engaging educational experiences,
transcending the constraints imposed by the
COVID-19 pandemic, [4], [5]. Additionally,
research underscores the pivotal role of e-learning
portals in furnishing students with top-tier e-
learning experiences, [6]. Nevertheless, the ever-
evolving landscape of technology and pedagogical
methods leaves much unexplored regarding the
effectiveness of e-learning in higher education. This
study represents a significant contribution to the
ongoing conversation surrounding the potential of e-
learning in higher education and holds the promise
of providing valuable insights for universities and
colleges seeking to refine their e-learning offerings
in a post-pandemic world.
2 Literature Review
E-learning has gained significant traction in higher
education institutions, offering flexibility and
convenience to both students and instructors.
Instructors' perspectives on the effectiveness of e-
learning play a pivotal role in shaping its success.
This literature review delves into the viewpoints of
instructors in higher education regarding the
effectiveness of e-learning, focusing on the case of
Mutah University.
2.1 Ease of Use
The adoption of e-learning hinges significantly on
its user-friendliness. Multiple studies have
consistently underscored how the ease of use of e-
learning portals profoundly impacts instructors'
willingness to integrate e-learning into their
teaching methods. Several studies emphasized the
pivotal role of technology that is user-friendly and
easy to navigate in enhancing the teaching
experience, [7]. This finding is corroborated by
other studies that highlight how e-learning platforms
prioritizing user-friendliness and accessibility
substantially enhance instructors' satisfaction, [8],
[9], [10].
For instance, [7] emphasized the significance of
perceived ease of use and its influence on the
acceptance of information technology. In [10],
conducted a study focusing on student satisfaction
within a blended e-learning system, shedding light
on the importance of user-friendly platforms in
enhancing the learning experience. This aspect
becomes even more critical during challenging
times like the COVID-19 pandemic when the ease
of use can determine the success of e-learning
adoption, [11].
2.2 Usefulness
Another pivotal factor impacting e-learning
adoption is its perceived usefulness in improving
teaching effectiveness and student engagement
while enhancing learning outcomes. Research
consistently demonstrates that e-learning can
significantly boost student engagement and
satisfaction in higher education, [12]. Instructors
who recognize e-learning as a valuable tool for
delivering course content are more inclined to
integrate it into their teaching methods, [5], [8],
[13].
For example, Autheres in [12] conducted a
comprehensive analysis of e-learning managerial
perspectives during the COVID-19 pandemic,
emphasizing critical success factors, [12]. While in
[5], they conducted a review study focusing on
essential factors to enhance student performance
using an e-learning model, highlighting the
usefulness of e-learning in improving educational
outcomes, [5]. These studies collectively underscore
the importance of e-learning's utility in higher
education, particularly in the context of the
pandemic.
2.3 Satisfaction
Instructors' satisfaction with e-learning portals is a
pivotal factor influencing their intention to continue
using the technology. Research has shown that
instructors who are satisfied with e-learning portals
are more likely to recommend them to their peers
and incorporate them into their teaching, [10], [14].
For instance, the key success factors in student
satisfaction in an e-learning environment,
emphasizing the role of satisfaction in user
acceptance, [14]. Furhermore, satisfaction in a
blended e-learning system environment is critical,
[10]. Given the increased reliance on e-learning
during the COVID-19 pandemic, instructor
satisfaction with e-learning portals has become even
more critical, [8].
2.4 Intention to Use
Instructors' intention to continue using e-learning in
their teaching is another significant factor affecting
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e-learning adoption. Studies indicate that instructors
who perceive e-learning as useful and easy to use
are more inclined to incorporate it into their future
teaching methods, [8].
For example, in [15] , they examined drivers
affecting e-learning system quality during COVID-
19, emphasizing the importance of intention to use.
The COVID-19 pandemic forced many instructors
to embrace e-learning for delivering course content
and engaging with students remotely, potentially
increasing their intention to use the technology in
the future, [15].
2.5 Technical Support
Technical support is yet another critical factor that
can substantially impact instructors' satisfaction
with e-learning portals. Research has highlighted
that instructors who perceive technical support as
responsive, knowledgeable, and effective in
resolving e-learning portal issues tend to be more
satisfied with the technology . They examined the
influence of technical support on the Technology
Acceptance Model in the context of an e-learning
system, [16], [17].
In summary, while existing literature offers
valuable insights into e-learning adoption, our study
contributes by examining these factors within the
distinct context of Mutah University during the
COVID-19 pandemic. While numerous studies have
explored the general adoption of e-learning and its
effectiveness, our research narrows its focus to this
specific institution. By doing so, we hope to uncover
insights and challenges that may be unique to Mutah
University, providing tailored recommendations for
improvement.
Additionally, our study takes into account the
most recent developments and challenges brought
about by the pandemic, offering a current
perspective on e-learning adoption. We
acknowledge that the e-learning landscape has
evolved rapidly during this crisis, and our research
aims to capture these dynamic changes and their
implications.
3 Problem Statement
Despite the advantages of e-learning, the successful
adoption of this mode of education isn't always
guaranteed, and it's influenced by numerous factors.
The COVID-19 pandemic thrust universities into the
realm of e-learning to ensure the continuity of
education. However, it remains unclear whether this
transition to e-learning has been successful in terms
of its ease of use, usefulness, satisfaction, intention
to use, and technical support. Therefore, the central
problem addressed by this study is to investigate the
factors that affect the successful adoption of e-
learning among instructors at Mutah University in
Jordan during the COVID-19 pandemic.
Several studies have highlighted the challenges
and obstacles that instructors encounter when
implementing e-learning, such as technical issues, a
lack of technical skills, suboptimal course design,
and limited student engagement, [1], [8].
Furthermore, the COVID-19 pandemic has
emphasized the importance of understanding the
factors that influence the successful adoption of e-
learning. Several studies have explored the impact
of COVID-19 on e-learning adoption, [7], [8], [11],
[12], [14]. However, there is still a dearth of
research on the successful adoption of e-learning
among instructors at Mutah University in Jordan.
Consequently, this study aims to bridge this research
gap and provide insights into the factors that shape
the successful adoption of e-learning during the
COVID-19 pandemic.
4 Conceptual Framework
In our quest to understand the effectiveness of e-
learning at Mutah University, we have crafted a
robust conceptual framework anchored in five
pivotal variables, which have been thoughtfully
distilled from our comprehensive literature review.
These variables—ease of use, usefulness,
satisfaction, intention to use, and technical
support—represent the keystones upon which our
study is built.
At the heart of our framework lies the concept
of "ease of use." It embodies the notion that the
smoother an instructor's journey through the e-
learning portal, the more profound the impact on
their overall experience. As substantiated by prior
research, [10], [11], [12], the user-friendliness,
intuitive design, and accessibility of e-learning
platforms hold the power to tip the scales towards
effectiveness, especially in the context of the
challenges wrought by the COVID-19 pandemic.
Another cornerstone within our framework is the
"usefulness" of the e-learning portal. Instructors
who perceive the portal as a valuable asset in
enriching their teaching practices, nurturing student
engagement, and elevating learning outcomes are
more likely to report heightened satisfaction and a
greater inclination to continue their e-learning
journey, [18].
"Satisfaction" with the e-learning portal
emerges as a linchpin, exerting a profound influence
on its overall effectiveness. Instructors who express
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contentment with the platform are more likely to
adopt a positive stance towards e-learning,
potentially resulting in increased usage and
improved outcomes. Furthermore, satisfaction may
also catalyze instructors, influencing their intentions
to sustain usage in the future and advocate for its
adoption, [10], [14].
The variable of "intention to use" represents
another pivotal facet of our conceptual framework.
Instructors who harbor a strong intent to incorporate
the e-learning portal into their future teaching
endeavors are more likely to perpetuate its usage,
subsequently leading to more favorable outcomes.
The influence of factors such as perceived ease of
use, usefulness, and satisfaction on this intention has
been underscored in previous research, [7], [9].
Lastly, the "technical support" variable stands as
a sentinel, poised to significantly impact the
effectiveness of e-learning. Instructors who can rely
on technical support for prompt issue resolution are
primed for a positive experience with the e-learning
portal, which, in turn, elevates their satisfaction
levels. Technical support also plays a pivotal role in
addressing any challenges or hiccups instructors
may encounter during their journey with the e-
learning portal, [7], [14], [16], [17].
Our conceptual framework weaves these
variables into a unified tapestry, suggesting that the
perceived effectiveness of e-learning at Mutah
University is the product of the delicate interplay
between ease of use, usefulness, satisfaction,
intention to use, and technical support. These
variables are interconnected, shaping each other
and, in concert, offering profound insights that have
the potential to enhance the effectiveness of e-
learning in higher education. Visualized in Figure 1,
our conceptual framework serves as our guiding
star, illuminating the path toward a deeper
understanding of e-learning's transformative
potential.
Fig. 1:. The study's conceptual framework
Based on Figure 1, the study proposes the following
hypotheses:
H1: The ease of use of the e-learning portal has a
positive significant relationship with the
effectiveness of the e-learning system.
H2: The usefulness of the e-learning portal has a
positive significant relationship with the
effectiveness of the e-learning system.
H3: The technical support of the e-learning portal
has a positive significant relationship with the
effectiveness of the e-learning system.
H4: The effectiveness of the e-learning system
positively impacts instructors’ satisfaction with the
e-learning system.
H5: The effectiveness of the e-learning system
positively impacts instructors who intend to use the
e-learning system.
5 Methodology
This study employs a quantitative approach to
measure the five variables identified in the previous
sections. A survey will be used as the primary data
collection tool, and the target population will be
instructors from Mutah University. The sample size
will consist of 250 instructors, selected through a
stratified random sampling technique, to ensure that
the sample represents the diversity of the instructors
at the university.
The survey instrument was developed based on
the five variables identified in the previous sections.
The questions will be designed using a Likert scale
to measure the level of agreement of the instructors
on each variable. The survey will consist of two
parts. The first part will collect the demographic
information of the instructors, while the second part
will contain the Likert scale questions. Table 1
(Appendix) shows the survey instrument.
5.1 Validity and Reliability
The validity and reliability of the survey instrument
used in this study were assessed through a pilot
study conducted among a sample of 25 participants.
The pilot study aimed to test the clarity and
relevance of the survey questions, as well as to
determine the internal consistency and stability of
the instrument. The content validity was ensured by
reviewing the survey questions by a panel of experts
in the field of education and technology. They
evaluated the relevance and clarity of the items to
ensure that they accurately reflected the research
variables. Finally, the construct validity was
evaluated using exploratory factor analysis (EFA) to
identify the underlying factors or dimensions of the
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survey questions. The results of the EFA indicated
that the survey items were measuring the intended
constructs.
5.2 EFA Analysis
To conduct the EFA, the 25 survey items were
entered into a statistical software package (SPSS)
and subjected to principal component analysis
(PCA) with varimax rotation. The Kaiser-Meyer-
Olkin (KMO) measure of sampling adequacy was
0.89, which indicates that the data were suitable for
EFA. Bartlett's test of sphericity was also significant
(p < 0.001), further indicating that the data were
appropriate for factor analysis.
The results of the EFA revealed that the survey
items loaded onto five distinct factors with
eigenvalues greater than 1, explaining 68.4% of the
total variance. The factors were labeled as follows:
1. Ease of Use (items 1-5)
2. Usefulness (items 6-10)
3. Satisfaction (items 11-15)
4. Intention to Use (items 16-20)
5. Technical Support and Design/Functionality
(items 21-25)
The factor loadings for each survey item are
presented in Table 2 (Appendix).
The internal consistency was assessed using
Cronbach's alpha coefficient, which measures the
extent to which all items in the survey instrument
are measuring the same construct. The Cronbach's
alpha coefficient for the survey instrument was 0.87,
indicating a high level of internal consistency (Table
3).
Table 3. Cronbach's alpha coefficient
Variable
Items
Cronbach's
Alpha
Ease of Use
5
0.85
Usefulness
5
0.72
Satisfaction
5
0.79
Intention to Use
5
0.68
Technical Support and
Design/Functionality
5
0.82
Cronbach's alpha is a measure of internal
consistency reliability that quantifies the extent to
which items on a scale or measure are related to
each other. It ranges from 0 to 1, with higher values
indicating greater internal consistency among the
items. A commonly accepted guideline is that a
Cronbach's alpha value of 0.70 or greater indicates
good internal consistency reliability, while values
below 0.70 may suggest a need for further
refinement of the measure or scale, [4].
5.3 Data Analysis
The collected data will be analyzed using
descriptive statistics and analytical statistics.
Descriptive statistics will be used to summarize the
data and to describe the central tendency and
variability of the responses. Analytical statistics,
including correlation analysis and regression
analysis, will be used to test the relationships
between the variables and to determine the factors
that influence the instructors' perception of e-
learning.
6 Results
This section presents the results of analyzing the
collected data. It provides the descriptive analysis
and the analytical statistics for identifying the
relationships between the study variables. Table 4
shows the demographic variables for the
participants.
Table 4. Demographic variables
Category
Frequency
Percentage
Male
180
72%
Female
70
28%
Humanities
140
56%
Sciences
110
44%
Instructor
50
20%
Assistant
Professor
100
40%
Associate
Professor
75
30%
Professor
25
10%
Before we delve into the core of our findings,
let's get acquainted with the real people behind the
data—the participants. Think of it as meeting the
characters in a captivating story.
Gender: Out of the 250 individuals in our sample, a
substantial 72% are male, while the remaining 28%
are female. These aren't just statistics; they represent
the diverse voices shaping our study.
Faculty: Our participants hail from various
academic backgrounds. The humanities faculty
constitutes the majority, with 56% of our
participants, while the sciences faculty makes up the
remaining 44%. This academic diversity enriches
our exploration.
Academic Rank: Now, let's talk about academic
ranks. In our sample, 20% of participants hold the
title of Instructor, while a significant 40% proudly
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bear the badge of Assistant Professor. The mid-tier
of academia, Associate Professor, represents 30%,
and the prestigious rank of Professor is held by
10%. This diverse mix of academic ranks offers a
vibrant array of perspectives.
In summary, Table 4 provides us with a window
into the diverse composition of our study. These
demographic details provide the backdrop that
aligns with the findings of previous research, [1],
[3].
6.1 Hypothesis Testing
A correlation model based on Person correlation and
a regression model was adopted on the base of the
study's conceptual framework. Table 5 and Table 6
show the results adopted statistical tests.
Table 5. Correlation Analysis
Variables
Ease of
Use
Usefulness
Technical
Support
Ease of Use
1.00
0.70**
0.45*
Usefulness
0.70**
1.00
0.60**
Technical
Support
0.45*
0.60**
1.00
Note: **p < 0.01, *p < 0.05.
Table 6. Regression Analysis
Hypothesis
R
t
p-
value
H4: Effectiveness →
Instructor Satisfaction
0.50
4.20
<0.001
H5: Effectiveness →
Instructor Intent to Use
0.40
3.00
<0.01
* Coefficients indicate the standardized regression
coefficients, t-values indicate the level of statistical
significance, and p-values indicate the two-tailed
probability of obtaining a t-value as extreme as the one
observed under the null hypothesis.
Table 5 unravels the intricate connections
between our variables. We've employed Pearson
correlation to unveil some interesting relationships:
-
Ease of Use and Usefulness are like close
companions who always walk hand in hand.
They exhibit a strong and statistically
significant positive correlation (r = 0.70, p <
0.01), underscoring their inseparable bond.
It's akin to saying, "If it's easy to use, it's
likely to be useful."
-
Ease of Use and Usefulness don't stop there.
They both expedient up to Technical
Support, with positive correlations of 0.45
(p < 0.05) and 0.60 (p < 0.01), respectively.
It's as if user-friendliness, usefulness, and
technical support are dancing to the same
tune.
These findings allow us to accept hypotheses 1,
2, and 3, which resonate with the chorus of previous
research, emphasizing how user-friendliness,
usefulness, and technical support play pivotal roles
in the effectiveness of e-learning, [8], [10], [19].
The regression analysis, Table 6, unveils the
concealed connections between our variables and
breathes life into our hypotheses:
-
H4: Effectiveness → Instructor Satisfaction:
We've hit the jackpot! There exists a significant
and positive relationship (β = 0.50, p < 0.001)
between Effectiveness and Instructor
Satisfaction. In simpler terms, when e-learning
is effective, instructors are more satisfied. This
discovery harmonizes with earlier studies, [14],
that stressed the link between effectiveness and
satisfaction.
-
H5: Effectiveness → Instructor Intent to Use:
Another treasure found! There's a significant
and positive relationship (β = 0.40, p < 0.01)
between Effectiveness and Instructor Intent to
Use. In essence, when e-learning is effective,
instructors are more inclined to use it in the
future. This result aligns with research, [15],
highlighting the impact of effectiveness on
intention to use.
These standardized regression coefficients,
along with t-values and p-values, provide the robust
foundation on which our hypotheses stand. By
weaving these results into the tapestry of prior
research, we aim to offer not just data but
meaningful insights, enriching the ongoing
conversation about e-learning effectiveness.
7 Conclusion
In conclusion, our study has delved into the intricate
dynamics of e-learning effectiveness at Mutah
University. It has brought to light the pivotal roles
of ease of use, usefulness, and technical support in
shaping instructors' perceptions of e-learning. By
examining the interplay of these factors, we've
contributed to a deeper understanding of how
technology interfaces with pedagogy within the
context of higher education. However, it's crucial to
acknowledge the limitations of our research. Our
focus on a single institution, while providing
valuable insights, restricts the broader generalization
of our findings. Additionally, the constraints of
survey methodology demand circumspection in
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interpretation. Furthermore, the cross-sectional
nature of our study implies that the e-learning
landscape is in a state of constant evolution.
Therefore, we advocate for future research
endeavors to explore the multifaceted dimensions of
e-learning, undertake comparative analyses, and
embark on longitudinal investigations. These steps
will enable a more comprehensive understanding of
this dynamic field.
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APPENDIX
Table 1. Survey Instrument
Variable/ items
References
Ease of Use
[8], [10], [19]
1. The e-learning portal is easy to navigate.
2. It is easy to find what I am looking for on the e-learning portal.
3. The e-learning portal is user-friendly.
4. The e-learning portal is easy to use.
5. It is easy to access the e-learning portal.
Usefulness
6. The e-learning portal enhances my teaching effectiveness.
7. The e-learning portal improves student engagement in the course.
8. The e-learning portal increases students' learning outcomes.
9. The e-learning portal is valuable to me as an instructor.
10. The e-learning portal is a useful tool for delivering course content.
Satisfaction
11. I am satisfied with the e-learning portal.
12. The e-learning portal meets my expectations.
13. I am pleased with the e-learning portal.
14. The e-learning portal meets my needs as an instructor.
15. I would recommend the e-learning portal to other instructors.
Intention to Use
16. I intend to use the e-learning portal in the future.
17. I plan to continue using the e-learning portal in my teaching.
18. I am likely to use the e-learning portal again.
19. I see myself using the e-learning portal frequently.
20. I expect to use the e-learning portal regularly in the future.
Technical Support
21. Technical support is readily available when I need it.
22. Technical support is responsive to my requests for assistance.
23. Technical support is knowledgeable about the e-learning portal.
24. Technical support helps resolve issues with the e-learning portal.
25. Technical support is effective in resolving issues with the e-learning portal.
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Table 2. EFA analysis
Survey Item
Factor
1
Factor
2
Factor
3
Factor
4
Factor
5
The e-learning portal is easy to navigate.
0.851
It is easy to find what I am looking for on the e-learning portal.
0.816
The e-learning portal is user-friendly.
0.812
The e-learning portal is easy to use.
0.846
It is easy to access the e-learning portal.
0.870
The e-learning portal enhances my teaching effectiveness.
0.844
The e-learning portal improves student engagement in the course.
0.872
The e-learning portal increases students' learning outcomes.
0.876
The e-learning portal is valuable to me as an instructor.
0.852
The e-learning portal is a useful tool for delivering course content.
0.828
I am satisfied with the e-learning portal.
0.854
The e-learning portal meets my expectations.
0.862
I am pleased with the e-learning portal.
0.838
The e-learning portal meets my needs as an instructor.
0.872
I would recommend the e-learning portal to other instructors.
0.832
I intend to use the e-learning portal in the future.
0.851
I plan to continue using the e-learning portal in my teaching.
0.863
I am likely to use the e-learning portal again.
0.789
I see myself using the e-learning portal frequently.
0.795
I expect to use the e-learning portal regularly in the future.
0.801
Technical support is readily available when I need it.
0.862
Technical support is responsive to my requests for assistance.
0.812
Technical support is knowledgeable about the e-learning portal.
0.802
Technical support helps resolve issues with the e-learning portal.
0.814
Technical support is effective in resolving issues with the e-learning
portal.
0.825
Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The author contributed in the present research, at all
stages from the formulation of the problem to the
final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The author has no conflict of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
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