Quality Requirements for Continuous Use of E-learning Systems at Public vs. Private Universities in Spain - December 2021

Oct 15, 2026

E-learning systems improve perceived educational quality and help overcome time-and-place constraints, yet their operation and success vary by institutional capacity and resources. This research distinguishes public versus private universities by e-learning system quality and perceived institutional support as drivers of users’ intention to continue using e-learning. Data from 270 Spanish teachers and students show that information, service, and perceived educational quality drive continuous use in public universities, while perceived institutional support mediates their effects in private universities. Recommendations emphasize interaction tools, collaboration, and investment in technology and human resources.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

I. Introduction

E-learning transformation and context

Public vs. private implementation in Spain

Study objectives and research design

I. Introduction (continued)

Theoretical background and hypotheses

Empirical study with PLS-SEM

Findings, implications, and contribution

Quality Requirements for Continuous Use of E-learning Systems at Public vs. Private Universities in Spain Jana Prodanova* [jprodanova@ubu.es](jprodanova@ubu.es) Universidad de Burgos, Spain Sonia San-Martín [sanmargu@ubu.es](sanmargu@ubu.es) Universidad de Burgos, Spain Estefanía Jerónimo Sánchez-Beato [ejeronimo@uemc.es](ejeronimo@uemc.es) Universidad Europea Miguel de Cervantes, Spain Abstract During the later years of technological innovation, e-learning systems have demonstrated to be an effective way to improve perceived educational quality and overcome time and place constraints. Virtual communication, instruction and evaluation have become an important part of higher education. However, although e-learning has been implemented extensively, its operation and success might differ between organisations due to institutional capacity and resources. With this in mind, the objective of this research is to distinguish between public and private universities, in the sense of the e-learning system quality and the perceived institutional support, as means to achieve users' intention to continue using e-learning. Analysing the information from 270 Spanish teachers and students in e-learning systems at public and private universities, we concluded that information, service, and perceived educational quality determine continuous e-learning use at public universities, while perceived institutional support acts as a mediator between the information and perceived educational quality and the continued use, in the case of the private universities . Valuable recommendations for higher-education institutions'management suggest that innovative tools for interaction and organisation, cooperation of public and private universities, and investment in technology and human resources are vital for continuity of e-learning systems. Keywords E-learning; public and private higher education; quality; institutional support; continuous use J. Prodanova, S. San-Martín & E. Jerónimo Sánchez-Beato Digital Education Review-Number 40, December 2021 33 I. Introduction Due to the innovation disruption and ICT (Information and Communication Technologies) that has significantly changed people's way of life, the education system has gone through a great transformation. In higher education particularly, virtual platforms and e-learning tools have been increasingly adopted to offer diversified teaching and learning experiences, bearing in mind ICT'potential to constantly and ubiquitously adapt teaching and learning strategies to users' needs and preferences (Raposo-Rivas and de la Serna, 2019) . E-learning is the crucial innovation of nowadays educational systems, essential for both public and private universities, considered to provide a high level of positive experience through the quality of the service, the creativity of the offer, management of the organisation and problem-solving abilities (Al-Husseini and Elbeltagi 2016) . Defined "as a tool that uses computer network technology such as internet, intranets and extranets to deliver learning instructions to users" (Abdullah and Ward 2016, 238), e-learning systems combine instructional materials in different media forms, such as audio, video and text, which are made available online for consultation and discussion, with the means of improving the learning and evaluation process (Lee et al. 2011) . E-learning has been considered especially applicable in situations of inaccessibility because of remoteness (rural areas) or personal disability (disease problem), and even in critical circumstances, such as limited movement due to isolation (COVID-19 quarantine) or war-affected zones (armed conflicts in Asia or Africa) (Arheiam 2019; Chatterjee et al. 2020; Fichten et al. 2020) . However, entirely implementing an e-learning system largely depends on the institutional economic and managerial capacity, which can be recognised in the distinct e-learning implementation rates of publi

FAQs

What is the main objective of the research?

To differentiate public versus private universities by examining how e-learning system quality and perceived institutional support influence users’ intention to continue using e-learning.

Which factors determine continuous e-learning use in public universities?

Information, service, and perceived educational quality determine continuous e-learning use at public universities.

How does perceived institutional support affect private universities?

In private universities, perceived institutional support acts as a mediator between information and perceived educational quality and the continued use of e-learning.

Oct 15, 2026

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