Zaini Abdullah’s research while affiliated with Management and Science University and other places

Purpose Online learning has evolved into a necessary means of learning because of its capability to enhance the education quality with minimum resources and infrastructure. Nevertheless, while academics have studied the espousal and use of online learning in various settings, the effect of compatibility and transformational leadership (TL) still remains to be seen, with regards to the Yemeni context. The purpose of this paper is to forward the Delone and Mclean Information System (IS) success Model by integrating compatibility and TL constructs as precursors to user contentment and actual use for estimating performance of students. Design/methodology/approach The questionnaire technique was utilised for gathering primary data from 448 students in nine state-funded Yemeni universities. The six variables in the recommended framework were gauged utilising current scales. Data analysis was done by deploying structural equation modelling through SmartPLS 3.0. Findings The outcomes encompassed three key results: overall quality (data, system and service quality), compatibility and TL have a favourable effect on user satisfaction and actual use; actual use considerably estimates user satisfaction; and user satisfaction and actual use have a favourable effect on performance of students. Research limitations/implications Because the research populace comprised students from nine state-funded universities, it did not include administrative and academic staff. Furthermore, as the study was cross-sectional, it studied the variables at a single point of time. Attaining experience in utilising online learning would transform the convictions of students, and this cannot be traced through a cross-sectional scrutiny. Moreover, the research relies upon self-testified measures for ascertaining the recommended research model. The reason behind this is that obtaining objective information regarding performance was not likely because of the privacy concern. Practical implications Despite the fact that Yemen is a low-income emerging nation with inadequate resources (World Development Indicators, 2017), it can capitalise on online-based learning that provides the advantage of excellent education and that too with limited supplies (Dokhan and Akkoyunlu, 2016; Yang et al. , 2016). Additionally, online learning can enhance administration and communication, empower learning anywhere and anytime, and endorse fairness of education. Originality/value This study supplements the existing studies on information systems by blending overall quality, compatibility, TL, actual use and client satisfaction for estimating the effect of online learning among students from nine state-funded Yemeni universities. Moreover, the recommended model’s predictive prowess has a higher capability to elucidate and estimate the performance effect as against those acquired from few of the previous studies.

In the past few years, the increasing use of the internet in many countries has changed the manner in the people socialise, learn, govern or do their business. However, there are countries such as Yemen which has a very low internet usage rate and sees little economic, social and cultural progress as a result. A significant volume of theoretical studies have already undertaken, seeking to understand ambiguities in technology usage, with a number of models being proposed. In this study, the researcher has focused on extending the UTAUT using an antecedent variable for the actual internet use (i.e., task-technology fit) and 4 outcome variables (i.e., decision quality, communication quality, knowledge acquisition, and user satisfaction). Survey questionnaires were distributed among the employees working in the various Yemeni governmental institutions and ministries, and primary data was collected from 520 different internet users. The data analysis was carried out using 2-stage procedures, wherein a measurement model was initially used, followed by a structural model for the assessment of the data, with the help of the SmartPLS 3.0. The multivariate data analysis yielded 2 results: 1) The different antecedent variables (like effort expectancy, performance expectancy, social influence, and the task-technology fit) positively affected the internet usage, and 2) The outcome variables (decision quality, communication quality, knowledge acquisition, and user satisfaction) were positively affected by internet usage. The proposed model could explain 29% of variance noted in the actual internet use. Finally, the researchers investigated the different practical and theoretical implications of the study.

The practice of online learning can appreciably enhance administrative, communicative, and educational qualities, support learning using scarce resources and limited infrastructure, and encourage educational equity through flexible place and time usage. Although researchers have examined online learning usage within multiple situations, the roles of task-technology-fit (TTF) and compatibility as mediating variables have not been investigated through Delone and Mclean's model of IS success. Survey data gathered from 448 students across nine public universities within Yemen was collectively analysed through structural equation modelling (SEM) using SmartPLS 3.0. The findings comprised six primary outcomes, wherein overall quality (service, system, and information qualities) appreciably influences compatibility; compatibility appreciably influences user satisfaction as well as practical use; compatibility mediates associations among overall quality and either satisfaction and practical usage; actual use and the satisfaction of users appreciably influences TTF; the role of TTF presents positive influences performances; and TTF mediates associations among satisfaction and practical usage in one case and performance in another.

Purpose While many researchers have investigated the adoption and usage of online learning in different settings, one area that has yet to be examined thoroughly, particularly in the context of online learning in Yemen, is the self-efficacy role. The purpose of this paper is to extend the Delone and McLean information system success model by incorporating a self-efficacy construct as an antecedent to user satisfaction and actual usage to predict student performance. Design/methodology/approach Questionnaire survey method was used to collect primary data from 448 students in nine public universities in Yemen. The six constructs in the proposed model were measured using existing scales. The data analysed using confirmatory factor analysis and structural equation modelling via AMOS. Findings Three main results were revealed, namely that overall quality (system, information and service quality) and self-efficacy have a positive impact on user satisfaction and actual usage; that actual usage significantly predicts user satisfaction; and that both user satisfaction and actual usage have a positive impact on student performance. Research limitations/implications First as the study population were students from nine public universities, it excluded academics and administrative staff. Second, the study depends on self-reported measures to test the proposed research model. This is because getting objective data about the performance was not probable due to the issue of privacy. Practical implications The findings of this study can be a guideline for Yemeni higher education institutions to develop efficient and effective plans to improve the performance of education institutions, and train and develop student ability to use online learning. Additionally, it highlights the areas that university management needs to concentrate on, namely information systems (IS) tools that will contribute to higher student enrolment, address the lack of infrastructure and improve the quality of education outcomes, things which represent Yemen’s main challenges in the higher education sector. Originality/value This paper adds to the existing literature of IS by combining overall quality, self-efficacy, actual usage and user satisfaction to predict performance impact of online learning among students in nine public universities in Yemen. Furthermore, the predictive power of the proposed model has a higher ability to explain and predict performance impact compared to those obtained from some of the previous studies.

Internet technology has become an essential technological tool for individuals, organizations and nations driving growth and prosperity. In today's rapidly changing commercial environment, the internet is playing a major role in enabling organizations to be flexible, networked and competitive. It is providing a platform for improving task efficiency, knowledge acquisition and communication and decision-making quality. Yet, half the world population is still not using the internet. A significant body of theory and a number of models have been proposed to understand this ambiguity about technology usage. Although, the Technology Acceptance Model (TAM) has achieved wide acceptance, it neglects to focus on evaluating technology usage, such as user satisfaction and performance impact. Therefore, the purpose of this study is to propose and verify that the TAM can be employed to explain and predict internet usage among employees in organizations, along with the extended TAM with its two output factors, namely user satisfaction and performance impact. In addtion, this study deals with performance impact as a second-order construct to enhance the explanatory power of the full model. A survey questionnaire was used to collect primary data from 530 internet users among employees within the head offices in all thirty government ministries in Yemen. The analysis includes Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) via. AMOS and the results show that the data fits the extended TAM model well. The findings of the multivariate analysis demonstrate the following four main results: first, perceived ease of use has a positive impact on perceived usefulness, actual usage and user satisfaction. Second, perceived usefulness has great influence on actual usage and user satisfaction. Third, actual usage has a strong positive impact on performance impact. Fourth, user satisfaction positively influences performance impact. The model proposed here explains 65% of the variance in performance impact and the theoretical and practical implications are also discussed.

Internet technology has become an essential technological tool for individuals, organisations, and nations driving growth and prosperity. However, there are countries such as Yemen which have very low internet usage rates and which see little economic, social and cultural progress as a result. Therefore, this study has developed an integrated conceptual model based the DeLone and McLean information systems success model (DMISM), the unified theory of acceptance and use of technology (UTAUT) and task-technology fit (TTF) to predict the user satisfaction of internet. A survey questionnaire was used to collect primary data from 530 employees in all 30 government ministry institutions in Yemen. An analysis was conducted to examine the relationship between the variables of the proposed model, which includes initial exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and structural equation modelling (SEM) via AMOS. The results indicated that system quality, information quality, task quality, and social quality are the four key determinants of employee satisfaction related to internet usage. The theoretical and practical implications are also discussed in this study

As information and communication technology (ICT) is making the leap to transform all aspects of life, online learning has become widely viewed as the future of education. Because Yemen is lagging behind in the adoption of ICT, being faced with many challenges, limited resources, weak infrastructure, and a high student population, the focus of this research will be on Yemeni Institutes of Higher Education and the role that online learning can play in Yemen. This conceptual paper extends the DeLone & McLean information system success model (DMISM) to create a comprehensive model that comprises five main antecedents as independent variables (namely technological, task, individual, social, and organisational characteristics) with actual usage, user satisfaction and cognitive absorption as mediating variables, and performance impact as a dependent variable. The anticipated findings will provide a guideline for both policymakers and university management. The theoretical and practical implications are also discussed.

As information and communication technology (ICT) is making the leap to transform all aspects of life, online learning has become widely viewed as the future of education. Because Yemen is lagging behind in the adoption of ICT, being faced with many challenges, limited resources, weak infrastructure, and a high student population, the focus of this research will be on Yemeni Institutes of Higher Education and the role that online learning can play in Yemen. This conceptual paper extends the DeLone & McLean information system success model (DMISM) to create a comprehensive model that comprises five main antecedents as independent variables (namely technological, task, individual, social, and organisational characteristics) with actual usage, user satisfaction and cognitive absorption as mediating variables, and performance impact as a dependent variable. The anticipated findings will provide a guideline for both policymakers and university management. The theoretical and practical implications are also discussed.

Governments and higher education institutions around the world are placing online learning in their respective visions and policies as it has already transformed the way in which individuals learn, socialise and do business. Leadership is therefore increasingly playing a major role in the implementation and success of online learning goals. Although researchers have investigated adoption and usage of online learning in different settings, the mediation role of transformational leadership is yet to be examined using the Delone and Mclean IS success model. Data collected from 448 students in nine Yemeni public universities and the subsequent analysis employing structural equation modelling (SEM) via SmartPLS 3.0, revealed five main results: first, overall quality (system, information, and service quality) has a positive impact on transformational leadership; second, transformational leadership has a positive impact on actual usage; third, overall quality has an indirect positive effect on actual usage via transformational leadership; fourth, actual usage significantly affects user satisfaction and performance impact; and fifth, user satisfaction has a positive impact on student performance. The proposed model explains 61% of the variance in performance impact, and theoretical and practical implications are provided as well.

As information and communication technology (ICT) is making the leap to transform all aspects of life, online learning has become widely viewed as the future of education. As one of the least developed countries, Yemen is lagging behind in the adoption of ICT, being faced with many challenges, limited resources, weak infrastructure, and a high student population, the focus of this research will be on Yemeni Institutes of Higher Education and the role of the Yemeni norms and culture that may affect online learning use in Yemen. This conceptual article extends the Delone & Mclean Information System Success Model (DMISM) with compatibility as a moderating variable. The anticipated findings will provide a guideline for both policy makers and university management. The theoretical and practical implications are also discussed.