This empirical study investigates whether the universities’ communication model and the technology acceptance model (TAM), which includes four factors, namely, academic performance, student satisfaction, effectiveness and support assessment, simultaneously enhance student satisfaction and improve the teaching method and academic performance level. This paper aims to adapt a model to improve the assessment method and improve the model of student satisfaction. This study focuses on improving e-learning to activate the feedback of continued intention of using the model that helps to navigate the student understanding level and academic performance immediately. In this study, surveys were distributed to (295) undergraduates in four universities in Oman to assess their feedback on e-learning. The partial least squares-structural equation model (PLS-SEM) was used to calculate the measurement of all hypotheses proposed. The results of this paper prove that most of the hypotheses are a positive influence on the continuance of intention to use the proposed model.

The use of e-learning systems has become widespread in higher education institutions in Oman. However, understanding of factors that influence student acceptance and usage of these systems is lacking. This study combined the factors of the Technology Acceptance Model (TAM) and Expectation–Confirmation Theory (ECT) to examine the acceptance and use of e-learning systems by students in Omani HEIs. A survey was conducted with 220 students from Al-Buraimi University College in Oman to collect data on perceived usefulness, perceived ease of use, behavioral intention, and e-learning system use. A model was created by merging eight interactions between TAM, ECT, and seven variables. The results showed that perceived usefulness and ease of use were significant predictors of students’ intention to use e-learning systems, and behavioral intention had a direct effect on the actual use of e-learning systems. These findings provide valuable insights for e-learning system designers, developers, and educators in Oman and similar contexts to design and implement e-learning systems that meet student needs and expectations.

Technology enhancement learning is a process that leads to deep point of learning and adds knowledge of technologies. Various studies shed light on technology development and its effect in educational sector. The aim of this integrative review is to examine the current evidence of the impact of...

There is a need for several applications and technologies in higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of an assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction in the learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.

The e-learning system is one of the most common methods for improving student performance and the ongoing goal of using e-learning in higher education. The most popular kind of e-learning system is a big one that is used at the college level, including Moodle, MOOCs, and e-learning systems. A rigorous review of various e-learning tools that can be used to raise students' performance is presented in this paper. Based on a survey of the literature, a comparison was established between the key elements employed in e-learning. The method used was to extract the common elements used in more than one popular model, then to connect these factors to e-learning. In order to create a better model with full element constraints, this paper also includes extracting causal links between these aspects. The analysis's finding is that the most recent models accepted for use in raising student performance are TAM2, TAM3, and ECT. This study reveals the framework used to highlights the easy and popular factors according to the updated related studies.