In this study the perceived value construct of the Unified Theory of Acceptance and Use of Technology (UTAUT2) is investigated in the context of a learning management system (LMS), in which the construct is redefined from its original price value conceptualization. It was found that many researchers simply ignore the price value construct when applying the UTAUT2 model in technology use studies in the educational context. This study extends the UTAUT2 framework by integrating the learning value construct and provides fresh insight about predictors of students’ intentions towards LMS and its use. A quantitative research approach was employed by utilizing a closed-ended questionnaire to collect data from Malaysian university students who were users of LMS. Probability proportional stratified sampling was employed to select an appropriate sample. The results indicated a good measurement and structural model fit and suggested the significant influence of performance expectancy, social influence and learning value on students’ intention towards LMS and also confirmed the influence of facilitating conditions and behavioral intention on LMS use. The extended UTAUT2 framework helps in understanding students’ perceived value in the LMS context. Furthermore, this study will help institutions to consider the factors for successful implementation of an LMS in an academic setting.

This study explores the intrinsic and extrinsic features of Moodle learning managements system and how these features motivate students to use an e-learning portal, which subsequently influences their perceived learning effectiveness and academic performance. Theoretical underpinning of motivation theory, self-determination theory (SDT), and cognitive evaluation theory (CET) is used to design the framework. The quantitative empirical research to test the hypothesized relationships was conducted on 276 online students in Pakistan who use Moodle for online learning. By analysing the responses using AMOS, the findings reveal that both the intrinsic motivators (communication module features, course content module features and course delivery module features) and extrinsic motivator (assignment module feature) significantly influence the students’ perceived learning effectiveness, which results in improve academic performance.

This paper presents the theoretical underpinnings and measures employed in the assessment of knowledge quality. It aims to identify a conceptual and operational measure of knowledge quality within the context of an e-learning environment. The review is conducted in two phases. First, the conceptual and operational measures of knowledge quality are explained based on the epistemic concept of the essence of knowledge and the knowledge hierarchy structure. Next, a detailed analysis of the dimensions measuring data quality (DQ), information quality (IQ), and knowledge quality (KQ) in 33 studies ranging from research on information systems (IS), to knowledge and information management, e-learning, and data warehouses is presented. Minimal biased methods were used to acquire the literature for this review. The findings reveal that there is an evident lack of research in measuring KQ based on a definite conceptual understanding of the hierarchical structure of knowledge. Furthermore, researchers’ repeated use of the DQ and IQ dimensions to measure KQ has failed to develop a reliable KQ measure. Subsequently, an operational view of KQ is proposed with six distinct dimensions: Adaptable, Applicable, Expandable, True, Innovative, and Justified. This proposed KQ model that is based on the hierarchical structure of knowledge; it identifies the dimensions distinct to the KQ construct. It may be useful for the conceptualization and measure of KQ in various information environments, including e-learning and IS. The proposed model provides a more explicit way to conceptualize and measure the KQ construct by acknowledging that it is an extension of the IQ construct but with distinct and unique dimensions.

Purpose: This study aims to empirically validate the LibWebSQ measurement scale. In addition, it investigates the relationship between perceived web-based service quality and three other latent constructs, namely, user satisfaction, service value and user loyalty.Design/methodology/approach: A quantitative survey design was used to collect the data. Structural equation modeling was used to determine the influence of web-based service quality on the three latent constructs. The respondents were students, academic staff and non-academic staff from two federal universities in the North-western zone of Nigeria.Findings: The findings of the path analysis indicate that perceived web-based service quality and service value exhibit no statistically significant direct influence on user loyalty. However, user satisfaction has a direct positive influence on user loyalty, and it also mediates the relationship between web-based service quality and user loyalty to the library.Research limitations/implications: The LibWebSQ is a reliable and valid scale to be used in Nigerian university libraries for web-based service quality measurement. User loyalty in academic libraries can be modelled as a result of service quality and user satisfactionPractical implications: This study provides a means of assessing web-based library service quality and further improving the policy and practice in university libraries.Originality value: This is the first attempt to assess web-based library service quality using the LibWebSQ measurement scale. A satisfactory model fit is obtained, which allows the measurement model to be integrated with service value, user satisfaction and user loyalty. The study contributes to the conceptualization of web-based library service quality.