Distance learning success - a perspective from socio-technical systems theory

With widespread adoption of computer-based distance education as a mission-critical component of the institution's educational program, the need for evaluation has emerged. In this research, we aim to expand on the systems approach by offering a model for evaluation based on socio-technical systems theory addressing a stated need in the literature for comprehensive models for evaluating e-learning environments (Holsapple, C.W. and Lee-Post, A., 2006. Defining, assessing, and promoting e-learning success: an information systems perspective. Decision Sciences Journal of Innovative Education, 4(1), 67-85). The proposed systems model evaluates distance learning success from the instructor's perspective. It defines and develops measures for course quality, system quality and corresponding impacts. The model is tested based on the data collected from 548 instructors of seven universities in the Midwest region of the USA. The results suggest that the proposed multi-dimensional system flexibility scale is reliable. The course quality significantly affects both system flexibility and faculty perceived impacts of distance education. The system flexibility also significantly affects both course quality and faculty perceived impacts.