[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-591894-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-591894-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","investigating-critical-success-factors-of-e-learning-different-stakeholders-perspectives","Investigating Critical Success Factors of E-Learning - Different Stakeholders’ Perspectives","","Educational continuity during the COVID-19 pandemic led Egypt to adopt e-learning, making it essential to identify what drives its success. This study detects critical success factors for e-learning in Egypt by drawing on multiple information system success models, including technological factors, e-learning quality, user attitude, intention to use, and user satisfaction. Questionnaires were administered to learners and instructors in tertiary education. Partial least squares structural equation modeling confirmed the models, and importance-performance map analysis showed user satisfaction and e-learning quality as the most crucial constructs. Perceived usefulness, ease of use, and information quality were highlighted for improvement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/investigating-critical-success-factors-of-e-learning-different-stakeholders-perspectives/591894/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/investigating-critical-success-factors-of-e-learning-different-stakeholders-perspectives/591894.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main objective of the study on e-learning in Egypt?","Question",{"text":63,"@type":64},"To detect the critical success factors that affect e-learning in Egypt by examining stakeholders’ perspectives, and to determine which factors are most important for policymakers.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which stakeholder groups participated in the research?",{"text":68,"@type":64},"The study collected data from two tertiary education stakeholder groups: learners and instructors.",{"name":70,"@type":61,"acceptedAnswer":71},"How were the critical success factors evaluated?",{"text":72,"@type":64},"Models based on information system success, TAM, TRA, and UTAUT were tested using partial least squares structural equation modeling, followed by importance-performance map analysis to assess importance and performance of constructs and indicators.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591894,1792161107,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":99,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Investigating Critical Success Factors of E-Learning: Different Stakeholders’Perspectives  \nAbdallah El-Ashry  \nResearch Assistant, SIMAR, Bibliotheca Alexandrina, Egypt, [abdallah.elashry@bibalex.org](abdallah.elashry@bibalex.org)  \nAmira Nasser El-Din  \nResearch Assistant, SIMAR,Bibliotheca Alexandrina, Egypt, [amira.nassereldin@bibalex.org](amira.nassereldin@bibalex.org)  \nKariman Khairy  \nResearch Assistant, SIMAR), Bibliotheca Alexandrina, Egypt, [kariman.khairy@bibalex.org](kariman.khairy@bibalex.org)  \nPeter Soliman  \nResearch Assistant, SIMAR) Bibliotheca Alexandrina, Egypt, [Peter.Eshak@bibalex.org](Peter.Eshak@bibalex.org)  \nReham Beram  \nResearcher, SIMAR, Bibliotheca Alexandrina, Egypt, [Reham.Salah@bibalex.org](Reham.Salah@bibalex.org)  \nShereen Nosier  \nFellow Researcher, SIMAR, Bibliotheca Alexandrina & Assoc. Prof., Alexandria University, Egypt, [shereen.nosier@bibalex.org](shereen.nosier@bibalex.org)  \nThe educational process has been hindered worldwide due to Covid-19 pandemic. Yet, the Egyptian government adopted E-learning to maintain the designed educational agenda. Consequently, recognizing E-learning benefits is imperative to link the E-learning system with its success drivers. Therefore, the aim of this study is detecting the main critical success factors that affect E-learning in Egypt. The study employed multiple information system success models as a basis for identifying aspects of E-learning success measured by net benefits, namely; technological factors, E-learning quality, user attitude, intention to use and user satisfaction. Online questionnaires were directed to two stakeholder groups of tertiary education, namely; learners and instructors. Using partial least squares structural equation modeling technique, the two models were statistically confirmed. The results indicate that the E-learning success models adequately demonstrate and predict the interdependency of the selected constructs. Moreover, the importance-performance map analysis was implemented to investigate the importance and performance of the constructs and indicators on E-learning success. This analysis identified user satisfaction and E-learning quality as the most crucial constructs for achieving higher success in both models. Furthermore, users’ perceived usefulness, ease of use and information quality are indicators that should be improved to indirectly foster E-learning success.  \nKeywords: information system success model, e-learning success, Egypt, partial least square (PLS), importance and performance map analysis (IPMA), critical success factors (CSFs)  \nINTRODUCTION  \nThe Sustainable Development Goals (SDGs) set by the United Nations for 2030 had selected higher education as one of the main drivers for global development through “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all” (Owens, 2017, p.414) .  \nCitation: El-Ashry, A., El-Din, A. N., Khairy, K., Soliman, P., Beram, R., & Nosier, S. (2022) . Investigating critical success factors of e-learning: Different stakeholders’ perspectives . Anatolian Journal of Education, 7(2), 61-84.  \n[https://doi.org/10.29333/aje.2022.726a](https://doi.org/10.29333/aje.2022.726a)  \nUnfortunately, the outbreak of the COVID-19 pandemic has hindered the educational process. Yet, the Egyptian government has planned to continue the educational process by shifting from traditional learning to E-learning to maintain the designed educational agenda. As a result, educational institutions have adopted the E-learning system rapidly. This change has created many challenges for all stakeholders including learners and instructors, therefore universities started to provide training for them to use technology in teaching and learning through different platforms (Muhammad et al., 2020) . However, E-learning was not established originally due to COVID-19, it was employed in many Egyptian educational institutions years before the pandemic.  \nE-learn","cbCaisOLGgauvI6v","https://ap.wps.com/l/cbCaisOLGgauvI6v","pdf",625878,24,"English","# Introduction\n## E-learning definition and benefits\n## E-learning limitations and blended learning\n## Paper objectives and research framework","[{\"question\":\"What is the main objective of the study on e-learning in Egypt?\",\"answer\":\"To detect the critical success factors that affect e-learning in Egypt by examining stakeholders’ perspectives, and to determine which factors are most important for policymakers.\"},{\"question\":\"Which stakeholder groups participated in the research?\",\"answer\":\"The study collected data from two tertiary education stakeholder groups: learners and instructors.\"},{\"question\":\"How were the critical success factors evaluated?\",\"answer\":\"Models based on information system success, TAM, TRA, and UTAUT were tested using partial least squares structural equation modeling, followed by importance-performance map analysis to assess importance and performance of constructs and indicators.\"}]","Investigating Critical Success Factors of E-Learning - Different Stakeholders’ Perspectives | PDF",1792073422]