Conceptualizing Perceived Usefulness In E-Learning Context And Investigating Its Role In Improving Students' Academic Performance

Most of the prior research on e-learning systems focused on the adoption of these systems. Two major research gaps in prior literature are weak conceptualization of perceived usefulness and ignorance of possible performance outcomes of using e-learning systems. This paper conceptualizes perceived usefulness as a combination of perceived learning assistance and perceived community building assistance and proposes a research model for assessing the possible performance outcomes of e-learning systems utilization. The model was tested by collecting data from university students (n = 249) participating in hybrid courses using partial least squares (PLS) analysis. The findings suggest that e-learning utilization, perceived learning assistance and perceived community building assistance are predicted by perceived task-technology fit. In turn, e-learning utilization, perceived learning assistance and perceived community building assistance predict students’ perceived academic performance and satisfaction.