Evaluation of the contribution of the use of e-learning systems for continuing education to individual teacher performance: Elaboration of a theoretical model

Abstract

Technology has changed life and dramatically accelerated the pace of life; however, learning cannot wait. Everyone expects to acquire knowledge and skills in the shortest possible time. E-learning, as a direct result of the integration of education and technology, is increasingly seen as a powerful learning medium, enabling learners to learn effectively and acquire professional training easily (D. Al-Fraihat, et al, 2020).

Our objective is to evaluate or measure the contribution of the use of e-learning systems for continuing education to individual teacher performance.

Through this research, we conducted a state-of-the-art review of the various models and theoretical approaches for evaluating an e-learning system proposed in the literature. We managed to identify several indicators to measure the contribution of e-learning systems at the individual level. Additionally, we developed a new theoretical research model that incorporates the perspective of individuals using e-learning systems, referring to three reference models: Information Systems (IS) success models, technology acceptance models, and user satisfaction models.

The developed model is part of the sociotechnical approach, which aims to explain how e-learning systems contribute to the individual performance of teachers.

Keywords: Information systems, E-learning, E-learning systems, Continuous training, Individual performance

Classification JEL: O32, O15

Paper type: Theoretical Research