Abstract
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Purpose – Reviewing the existing literature in the field of e-learning success reveals a considerable number of
studies that primarily investigate the causal relationships proposed by the DeLone and McLean (D&M)
information system (IS) success model. However, the various relationships in the D&M model have found
different levels of support or even contradictory results within the empirical literature. To synthesize the
existing knowledge in the field of e-learning success, the authors have conducted a meta-analysis of e-learning
success studies using D&M to combine the quantitative results and validate the model in this field.
Furthermore, a moderator analysis involving user types was performed to examine the situation under which
they may have different effects.
Design/methodology/approach – For this purpose, through a systematic review of the studies, 44
independent studies were selected from 29 qualified related journals. In order to analyze the quantitative results
of the studies, the meta-analysis of the effect sizes of the casual relationships in the D&M model has been used.
Findings – The findings indicated that all relationships of the model were supported. It was also revealed that
the extent of effect sizes of the examined relationships depends on the type of user. Except for one relationship
(user satisfaction and net benefit), all effect sizes of employees were more than those of students and teachers.
Research limitations/implications – This meta-analysis reviewed the relationships found in the literature
on D&M constructs in e-learning contexts. This study better explains the e-learning success factors by
consolidating contradictory findings in the past researches and contributes to the existing e-learning success
literature. The findings can assist educational institutions and organizations in decision-making because the
findings resulting from the meta-analysis are more consistent than previous primary researches.
Originality/value – Despite the wide
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