Computers & Education 55 (2010) 16281639

Contents lists available at ScienceDirect

Computers & Education

journal homepage: www.elsevier.com/locate/compedu

Linking employees e-learning system use to their overall job outcomes: An

empirical study based on the IS success model
Hsiu-Ju Chen*
Department of Information Management, I-Shou University, No.1, Sec. 1, Syuecheng Road, Dashu Township, Kaohsiung County 840, Taiwan, ROC

a r t i c l e i n f o

a b s t r a c t

Article history:
Received 12 November 2009
Received in revised form
7 June 2010
Accepted 6 July 2010

e-Learning systems are increasingly being adopted by modern enterprises, because of their cost-down
effect. However, the extant literature provides little insight into their benecial consequences. It is
expected that a transfer of acquired knowledge, skills and/or work attitudes to jobs will occur through elearning systems use. This makes e-learning systems a useful tool for improving job outcomes, although
this is not well documented. The IS success model, which captures both the human and technological
elements of information systems, provides a theoretical basis for linking system use to system task. The
current study then examines the relation between e-learning systems use and overall job outcomes
based on the model. The data collected from one hundred and ninety-three e-learning system users were
analyzed with partial least square (PLS). The results indicate that e-learning systems are perceived as
useful and satisfying by employees, and employees e-learning systems use is signicantly associated
with overall job outcomes. In practice, these results provide a basis for establishing a link between an
organizations investment in e-learning and human capital management. They also lend empirical
support to the IS success model.
2010 Elsevier Ltd. All rights reserved.

Keywords:
Adult learning
Distance education and telelearning
Distributed learning environments
Pedagogical issues

1. Introduction
In a competitive environment, human capital is an important intangible resource that fosters enterprise innovation and renewal and
enhances enterprise competitiveness. An important issue in human capital management concerns the link between human resource
practice and business performance (Baron & Armstrong, 2007, 2008; Kiger, 2008). One emerging concept to integrate e-HR (e-human
resource), e-learning and knowledge management within an enterprise corresponds to the issue. The integration is expected to stimulate
the ow of organizational intelligence and enhance employees core capabilities (Stewart, 1997). The emerging integration shows the
growing importance of e-learning.
e-Learning systems provide a cost- and time-effective approach to employee training, which is also the reason for their increased use
(Adams, 1992; Luor, Hu, & Lu, 2009; Rosenberg, 2000). However, despite the popular adoption of e-learning systems in the work environment, the literature on e-learning focuses mainly on the school environment. Research linking employees e-learning systems use to
their individual job outcomes is still limited both locally and internationally (Tsai, Shih, & Feng, 2008). It is expected that investment in
employee training will increase the human capital of enterprises and enhance personal productivity, and that e-learning will facilitate the
implementation of employee training and help employees adapt to external change. This raises the important issue of validating
the connection between an organizations investment in e-learning training and the outcomes of human capital management (e.g.,
employees job outcomes).
The IS success model has received great attention in IS literatures and provides a theoretical basis in linking employees e-learning
systems use to their individual overall job outcomes. This study therefore validates the link based on the model. By providing empirical
validation of the link, the purpose of enterprises investing in e-learning systems can be claried.

* Tel.: 886 7657 7711; fax: 886 7 6577056.

E-mail address: hjchen@isu.edu.tw.
0360-1315/$ see front matter 2010 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compedu.2010.07.005

H.-J. Chen / Computers & Education 55 (2010) 16281639

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2. Literature background
An examination of e-learning systems literature indicates that most studies focus on their educational use in the classroom or in a distant
e-learning environment (Chiu & Hsiao, 2010; EL-Deghaidy & Nouby, 2008; Ozkan & Koseler, 2009; Turvey, 2010). The adoption of e-learning
systems for employee training/learning in the work environment is more recent. The material that follows provides an overview of the
benets of e-learning especially as these pertain to the work environment.
2.1. e-Learning systems
According to the American Society for Training & Development (ASTD), e-learning systems provide a new form of learning/training
(Horton, 2001). e-Learning systems include: web-based learning, computerized learning, virtual classrooms, and digital cooperation. In an
e-learning environment, learners are supplied with learning materials via media, making e-learning systems a cost- and time-effective
approach to employee training (Burke, 2009).
Through information technology, learners cannot only acquire knowledge and skills independently, but they can also have access to
material customized to meet their needs without the barriers of time and space (Lee, Yoon, & Lee, 2009). The exibility in training time and
space provided by e-learning system is valuable. First of all, employees who need the training do not have to gather in a place at the same
time, and thus it is not necessary for them to travel far away for attending training courses. Second, the exibility allows employees who
perform different jobs or tasks to have the training courses according to their own scheduling. Third, employees can control their own
learning speed for the learning process. For example, they can repeat several times the learning of the courses according to individual needs.
These facilitate employees renewal of knowledge and skills, and also help their better adaptation to changes.
This importance of e-learning for self-study has been well documented (Blake & Butcher-Green, 2009; Kramarski & Gutman, 2006;
Krndle, Narciss, & Proske, 2004; Newton & Doonga, 2007). It also facilitates enterprises implementation of employee training; through
e-learning systems, organizations can quickly update training materials for employees. Given the increased use of e-learning systems in the
workplace, establishing an empirical link between employees use and job outcome is critical in the management of human resources.
2.2. System use and the IS success model
The IS success model has gained great attention because it provides a theoretical basis for the link between human system use to the
benecial consequences of their IS use (DeLone & McLean, 1992, 2003, 2004; Kulkarni, Ravindran, & Freeze, 2006; Seddon, 1997; Wang,
Wang, & Shee, 2007; Wu & Wang, 2006). The original model was proposed by DeLone and McLean (1992) on the basis of their comprehensive review of the IS success literature. In this model, there are six main dimensions, as shown in Fig. 1. These include: information
quality, system quality, system use, user satisfaction, individual impact, and organizational impact. The model indicates that certain
characteristics of the information system arouse the use of the system and satisfaction toward the system, whereby it impacts both individuals and organizations. The model also indicates the dependent variables that successful information systems quest for, including
individual impact and organizational impact, and it captures both the human and technological elements of system use.
Ten years later, an updated model of the original IS success model (1992) was proposed by DeLone and McLean (2003) that made respecications according to the e-commerce environment. The main re-specications include the addition of service quality to reect the
importance of service in successful e-commerce systems; the addition of intention to use to measure user attitude; the adoption of net
benets, which replace individual impact and organizational impact; and the addition of users net benets as they impact user satisfaction
of e-commerce systems and intention to use (DeLone & McLean, 1992, 2003; Wu & Wang, 2006). The updated model is shown in Fig. 2.
Another adaption of the IS success model was made by Seddon (1997), who proposed that the original DeLone and McLean model (1992)
combined both process and causal explanations of IS success, which made the model rich but complex. He showed that the model combined
different levels of similar systems, and only for voluntary use by similarly skilled users could the measure of IS use act as a proxy for actual
benets. This was corroborated by Szajna (1996), who suggested that the behavioral and perceptual variables of IS evaluation ought to be
considered separately when determining the level of IS success. Seddon (1997) then adapted the original model of DeLone and McLean
(1992) into two partial variance models: the IS (design) success model and the partial behavioral IS use model. He also determined the
impact of IS use on individuals, organizations and society. His reconstruction of the IS success model is shown in Fig. 3.
The IS success model and its adaptations provide a theoretical basis for empirical studies that aim to clarify the link between system use
and its impact. Among these models, the reconstruction proposed by Seddon (1997) excels in clarifying the relationship between the process
and variance models in the original IS success model, while still reecting its essential values. It also adds the dimension of perceived
usefulness to reect the instrumental value of information systems (Seddon, 1997; Seddon & Kiew, 1996). A further empirical study on the IS
success model has recently been made by Wu and Wang (2006) that also claries the importance of perceived usefulness. The current study,

System
Use

System
Quality

Impact on
Individuals
Information
Quality

Impact on
Organizations

User
Satisfaction

Perceived
Characteristics

System Use
Behavior

Outcomes

Fig. 1. The DeLone and McLeans IS success model (1992).

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H.-J. Chen / Computers & Education 55 (2010) 16281639

System
Quality

Intention
to Use

Use
Net
Benefits

Information
Quality
User
Satisfaction
Service
Quality

Fig. 2. The DeLone and McLeans updated IS success model (2004).

which is constructed mainly on the basis of the IS success model of Seddon (1997), takes this construct into account in its empirical
investigation of the link between employees e-learning system use and overall job outcomes.

2.3. The link between e-learning system use and job outcomes
Due to the intangible nature of the benecial consequences of IS use, establishing the link between system use and the benecial
consequences of IS use is not as straightforward as sometimes indicated. This is especially apparent when the inuence of environment
factors is taken into account. The measurements of different dependent variables in the IS success model arise.
2.3.1. The benecial consequences of IS use
There has been much debate about the appropriateness of viewing system use as a measurement of IS success (Wu & Wang, 2006). The
misunderstanding intuition that system use, measured by hours and frequency, can be used as a direct measure of IS success is pointed out
by Seddon (1997). He dispels the notion that heavily used systems equate system successes, a common misconception that is based on the
intuition that unused systems are failures (Lucas, 1975). Szajna (1996) concurs with this assessment. As he maintains, the assumption of
consistent associations between usage and other measures of system success is not necessarily correct.
From the perspective of organizations that adopt information systems, the success of these systems depends on the consequences of IS
use (DeLone & McLean, 1992, 2003; Seddon, 1997). A successful system will provide users benecial consequences that follow from system
use, such as helping users do more work of the same quality that was done in the past, and/or enhancing the efciency of the organizational
workow (Seddon, 1997). According to DeLone and McLean (1992), system use or user satisfaction does not represent success in their
original IS success model. Instead, system use mediates between the design success of information systems and the benecial consequences
as are expected (Seddon, 1997). Since use is an assumption built into the establishment of information systems, frequency of use cannot be
the primary measure of their nal success; instead, the consequences that follow from the use of information systems need to be considered
(DeLone & McLean, 1992, 2003; Seddon, 1997; Szajna, 1996).
The appearance of the arguments for the dependent variables is partly attributed to the measurement of the consequences of information system use. The benecial consequences of IS use, such as cost reduction or sales growth, lack objective measurement due to
environmental intervention. Thus, the commonly adopted measurement is the perception of those who use these systems (Wu & Wang,

Partial behavioral model of IS Use

Expectations about
the net benefits of
future IS use

IS Use
(a behavior, not a
success measure)

Individual, Organization, and Societal

Consequences of IS Use
(not evaluated as either good or bad)
Observation, Personal
Experience, and
Reports from Others

Feedback
(Partial basis
for revised
expectations)

1.Measures of
Information &
System Quality

2.General
Perceptual
Measures of Net
Benefits of IS
Use

System
Quality

Perceived
Usefulness

Information
Quality

User
Satisfaction

3.Other Measures
of Net Benefits
Net benefits to:

Individuals
Organizations
Society
IS (Design) Success
Model

Fig. 3. The respecied IS success model of Seddon (1997).

H.-J. Chen / Computers & Education 55 (2010) 16281639

1631

2006). Researches based on the IS success model, such as and Wang et al. (2007), adopt the perception of users in measuring net benets of
information systems.
In a competitive environment, an organizations investment in e-learning systems is expected not only to provide a cost-effective
approach to employee training, but also to facilitate the management of human capital. The purpose of human capital management is to
enhance the productivity of employees and the competitiveness of enterprises (Burke, 2009; Kaufman, 1994; Lazear, 1998). According to a
survey of 250 global human resources decision makers, 70 percent agree that human capital management (HCM) refers to the human
resource activities that contribute the most to the business (Kiger, 2008). Since e-learning is a human resource activity, it is essential that
enterprises understand the benecial consequences of its use. Only then can they understand the impact of their investment in e-learning
training on employees job outcomes which relate to business performance.
2.3.2. The training transfer through e-learning use
In the past decade, many enterprises, including Intel, Federal Express, Xerox, and IBM, have adopted e-learning systems to implement or
support employee training, because of their costdown effect (Adams, 1992; Rosenberg, 2001). Employees then need to use the systems to
acquire information, skill, or knowledge for work. And with system use, these systems are expected to increase employees job outcome by
facilitating their training transfer (Baldwin & Ford, 1988; Bernadine, 1991; Ford, 1990; Newstrom, 1984; Wexley & Latham, 1981).
The concept of training transfer refers to the application to jobs of what employees have learned through training. Skills, knowledge and
behavior are included (Baldwin & Ford, 1988; Cascio, 1998). Training transfer may happen when the training situation is similar to the work
situation, when employees learn general rules about work, or when they cognitively and intuitively associate what they have gained from
training with their jobs (Garavaglia, 1993; Mikulecky, Albers, & Peers, 1994a, 1994b). When these events take place, the transfer of acquired
knowledge, skills and/or positive attitudes from the training period to the job takes place naturally (Baldwin & Ford, 1988; Bernadine, 1991;
Ford, 1990; Newstrom, 1984; Wexley & Latham, 1981). It is apparent that training transfer, which is essential to the acquisition of knowledge,
skills and an appropriate work attitude, have the potential to enhance employees job outcomes, such as job performance and job
satisfaction.
e-Learning systems may provide diverse training courses to employees, including simulation courses and courses introducing general
rules or specic knowledge that trainees can apply to their work. Through the use of these information systems, trainees may learn new
concepts through cognitive association and new work procedures that introduce a change into their original workow. Others may
acquire sales information and skills pertaining to new products/services. They may also learn how to interact more effectively with
customers.
Evaluating the results of training transfer through e-learning systems use can be difcult, since some of these effects are intangible. Also,
environmental intervention poses an impediment to objective measurement (Wang et al., 2007; Wu & Wang, 2006). To circumvent this
problem, some studies have focused on individual outcome measurements, such as learner satisfaction and course satisfaction (Paechter,
Maier, & Macher, 2010; Sun, Tsai, Finger, Chen, & Yeh, 2008). However, the purpose of e-learning systems from the perspective of organizational human capital management is to implement or support employee training. Trainees e-learning systems use is then expected to
directly associate with job outcome. Job outcome represents not only the task of employees e-learning systems but also a goal that
organizations quest for in the investment of employee training. Thus, is study adopts job outcome as an evaluation indicator of e-learning
systems use. Using this measure, an enterprise can adapt its e-learning training programs to achieve its organizational goals (Goldstein,
1993).
There are different perspectives on how to measure job outcomes (Borman & Motowidlo, 1993; Lee, Lain, & Chen, 1999; Robbins, 1998).
Lee et al. (1999) focus on efciency, effectiveness and quality. Borman and Motowidlo (1993) propose two constructs: task performance and
contextual performance. Different e-learning systems have different training aims, and one e-learning system may also have training
courses of different aims. Also, the skills, knowledge and attitudes acquired through training transfer vary from one job to another. Given
this diversity of purpose and needs, the current study uses a broad measure of evaluation to assess the benecial consequences of
employees e-learning systems use. This evaluation includes the perceptions of employees related to job attitude and outcome, such as
overall job satisfaction and overall job performance.
2.4. Research hypotheses
In keeping with the focus on the learner in the current education of the information age (Lee et al., 2009), the research hypotheses for this
study are learner-centered as opposed to lecturer-centered. This means that the study relies on the perception of trainees in its use of the IS
success model to examine the link between e-learning system use and overall job outcomes.
2.4.1. Information quality, system quality, perceived usefulness, and user satisfaction
In general, e-learning systems usually incorporate several system interfaces, including: electronic blackboard, slides of course content,
the sound of the instructors course presentation, and/or an image of the instructor. By sitting at computers or other electronic devices and
studying through these systems, users learn and get training information on their own. Since the learning process is independent of other
persons, system quality and information quality are vital to users. Good system quality facilitates learning by reducing resistance to the
systems; good information quality allows for greater understanding of course content. They both enhance perceived system usefulness and
also user satisfaction of users.
From a socio-technical viewpoint, both technological and human elements should be included in any model indicating IS success. The
technological dimension indicates system quality and information quality, and the human dimension refers to user perceived usefulness and
user satisfaction (Wu & Wang, 2006). The IS design success model indicated by Seddon (1997) also emphasizes the impact of technological
dimensions on human dimensions. Based on previous studies, the following hypotheses are proposed.
H1: Information quality as perceived by employees is signicantly associated with the perceived usefulness of e-learning systems.
H2: Information quality as perceived by employees is signicantly associated with user satisfaction of e-learning systems.

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H.-J. Chen / Computers & Education 55 (2010) 16281639

H3: System quality as perceived by employees is signicantly associated with the perceived usefulness of e-learning systems.
H4: System quality as perceived by employees is signicantly associated with user satisfaction of e-learning systems.

2.4.2. Perceived usefulness, user satisfaction, and system use

e-Learning systems implement and/or support the training of employees. Through e-learning systems, employees gain knowledge, skills
and/or attitudes appropriate to their jobs. As the model of Seddon (1997) has shown, if users do not perceive the benets of information
systems, they may not use them. Thus, they may miss important clues that these systems provide and have no clear direction on how to
proceed with their work. It follows that perceived usefulness and user satisfaction are important in motivating employees to use e-learning
systems.
Perceived usefulness of computer technology is an extrinsic motivator of instrumental value (Davis, Bagozzi, & Warshaw, 1992; Heijden,
2004; Liaw & Huang, 2003; Lim, 2003; Venkatesh, 2000; Venkatesh, Speier, & Morris, 2002; Yi & Hwang, 2003). The study of Seddon (1997)
adds the construct of perceived usefulness in the IS (design) success model and theoretically views perceived usefulness and user satisfaction as perceived benets of system use. Seddon also considers user satisfaction as the only variable that directly inuences the partial
behavioral IS use model, and also mediates between perceived usefulness and the partial IS use model. However, Wu and Wang (2006)
propose an inter-impact between perceived usefulness, which indicates perceived system benets, and IS use in their KMS success
model. Their study empirically shows that both perceived usefulness (indicating perceived system benets) and user satisfaction directly
impact system use, although system use does not have a signicant impact on perceived usefulness. Concerning the relationships among
perceived usefulness, user satisfaction and system use, the study of Wu and Wang (2006) empirically testies to their interrelationships,
while still reecting the importance of perceived benets as emphasized by Seddon (1997). The current study also incorporates the impact
of perceived usefulness of e-learning systems in formulating the following hypotheses.
H5: Employees perceived usefulness of e-learning systems and user satisfaction are signicantly interrelated.
H6: Employees perceived usefulness of e-learning systems and their use are signicantly interrelated.
H7: Employees user satisfaction of e-learning systems and their use are signicantly interrelated.

2.4.3. System use and overall job outcomes

Users gain benecial consequences from system use, according to the IS success model (DeLone & McLean, 1992, 2003, 2004; Kulkarni
et al., 2006; Seddon, 1997). This model provides a theoretical basis for the link that is presumed to obtain between e-learning system use and
job outcomes. With employees use of e-learning systems for training, these systems increase job outcomes by facilitating training transfer
that employees naturally transfer acquired learning outcomes from the systems to jobs (Baldwin & Ford, 1988; Bernadine, 1991; Ford, 1990;
Newstrom, 1984; Wexley & Latham, 1981). To evaluate employee training transfer outcomes, individual overall job outcomes are adopted in
this study as an evaluation indicator (Bernadine, 1991; Kaufman, 1994; Kirkpatrick, 1959; Lazear, 1998).
From the perspective of organizations which adopt e-learning systems, system use is a more temporal behavioral variable, but the mind
change or benecial consequences of users is a more desired longstanding outcome (DeLone & McLean, 1992, 2003; Seddon, 1997). The
following hypothesis about system use and overall job outcome is proposed.
H8: e-Learning system use of employees is signicantly associated with overall job outcome.
The conceptual research model for this study is shown in Fig. 4.

3. Research method
To empirically link system use to individual overall job outcomes, this study adopted the survey method. Since an objective measurement
of individual consequences was lacking, the measure of users perception was adopted (Wang et al., 2007; Wu & Wang, 2006).

3.1. Measurements
The constructs in this study include: information quality, system quality, perceived usefulness, user satisfaction, system use, and the
overall job outcome. All construct measures and operational denitions were based on instruments and denitions in the extant literature,
and all measurements were self-evaluated by employees on a Likerts seven-point scale ranging from (1) strongly disagree to (7) strongly
agree. Although there are different possible assessments of overall job outcome, self appraisal by employees is still deemed acceptable and

H1

Information
Quality
H2

Perceived
Usefulness

H6
H8

H5

Use

H3
System
Quality

H4

User
Satisfaction

Individual Beneficial
Consequence of IS Use

H7

Fig. 4. The conceptual research model.

Overall Job
Outcome

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1633

a valuable reference tool (Campbell, Dunnette, Lawler, & Weick, 1970; Shore & Thornton, 1986). The operational denitions of each construct
are described below, and the question items are appended in Appendix A.
3.1.1. Information quality and system quality
The typical denitions and measures of information quality and system quality in traditional IS studies were adopted in this study.
Information quality refers to users perception of the accuracy, reliability and completeness of the information and format in the output of elearning systems (Bailey & Pearson, 1983; DeLone & McLean, 1992; Doll & Torkzadeh, 1988; Kahn, Strong, & Wang, 2002; Li, 1997; McKinney,
Yoon, & Zahedi, 2002; Rai, Lang, & Welker, 2002). System quality is dened as the users perception of system easiness, responsiveness and
stability in use (Bailey & Pearson, 1983; DeLone & McLean, 1992; Doll & Torkzadeh, 1988; Li, 1997; McKinney et al., 2002; Polzikova, Raevskii,
Igbaria, & Iivari, 1995; Seddon, 1997).
3.1.2. Perceived usefulness, user satisfaction, and system use
Items measuring the constructs of perceived usefulness, user satisfaction and system use were mainly based on the studies of Rai et al.
(2002) and Seddon and Kiew (1996). The operational denition of perceived usefulness refers to users perception of using e-learning
systems to meet their needs in job or learning (Davis, 1989; Igbaria, Iivari, & Maragahh, 1995; Karahanna, Straub, & Chervany, 1999; Koufaris,
2002; Moon & Kim, 2001; Rai et al., 2002; Seddon, 1997; Taylor & Todd, 1995; Venkatesh & Davis, 2000). User satisfaction is dened as the
users overall feeling toward e-learning systems (Bailey & Pearson, 1983; Bhattacherjee, 2000; DeLone & McLean, 1992; Doll & Torkzadeh,
1988; McKinney et al., 2002; Rai et al., 2002; Seddon, 1997; Seddon & Kiew, 1996; Wu & Wang, 2006). Finally, system use refers to the use of
e-learning systems and the dependence of users on these systems (DeLone & McLean, 1992; Goodhue & Thompson, 1995; Igbaria,
Parasuraman, & Baroudi, 1996; Rai et al., 2002; Teo, Wei, & Benbasat, 2003).
3.1.3. Overall job outcome
Overall job outcome refers to the outcomes that enterprises expect from employees to fulll their jobs or roles (Borman & Motowidlo,
1993; Brouther, 2002; Campbell, 1987). The denition and measurement of this construct is based on the studies of Borman and Motowidlo
(1993, 1997). Self-evaluating overall question items included: overall task fulllment, overall job satisfaction and overall job performance.
The questionnaire for this study was veried before a formal survey. The results of twenty respondents in the pre-study indicated that
the constructs were easily understood. The formal questionnaires were then prepared.
3.2. Data collection
To gather data, the questionnaires were aimed to be issued to those organizations that had publicly announced their investment in elearning systems, or had relations with governmental subsidiaries in e-learning systems in Taiwan, such as banks, high-tech manufacturers,
etc. Nevertheless, it was difcult to assess enough employees who frequently use e-learning systems in their jobs. In the pre-study,
respondents in some organizations said that they were too busy to use the e-learning systems. Questionnaires were then issued only to
organizations whose employees indicated that they actually used e-learning systems at their jobs. In order to attract respondents, this study
provided an incentive in the form of valuable coupons obtained by drawing lots. In total, three hundred and fty questionnaires were issued
in the survey. After four months, two hundred and twenty questionnaires were collected. Among them, a total of one hundred and ninetythree respondents indicated that they used e-learning systems and were valid.
In lling out the questionnaire, respondents were asked to base their answers on the e-learning systems they most frequently used. The
results indicated that users mostly used e-learning systems providing courses on professional job knowledge (61.1%); others used systems
that provided courses on job technology (24.4%), general introduction to a job (10.9%), or language skills (3.6%). The average use frequency of
the e-learning systems was ve (5.04) on Likerts seven-point scale. Its frequency is shown in Table 1. The results indicated that the
respondents had experience in using e-learning systems in their work environment and were thus valid respondents in this study. A
description of the respondents is shown in Table 1.
4. Data analysis
A total of one hundred and ninety-three were valid respondents. Given the limited sample size, PLS (partial least square) was adopted for
data analysis. PLS is an increasingly and commonly used data analysis method (Beatson, Lings, & Gudergan, 2008; Berger, 1993; Drengner,
Gaus, & Jahn, 2008; Hsieh, Rai, & Keil, 2008). It adopts the technique of bootstrapping for re-sampling and the partial least square method for
coefcient estimation; it is also less demanding in sample size (Chin, 1998; Gefen, Straub, & Boudreau, 2000).
To verify the hypotheses, this study adopted SmartPLS 2.0 for data analysis (Ringle, Wende, & Will, 2005). The measurement and
structural models were evaluated, and each construct was modeled to be reective in data analysis.
4.1. Measurement validity
Construct convergent validity and discriminate validity were both provided to verify the construct measures (Komiak & Benbasat, 2006).
The underlying factor structure was also justied.
4.1.1. Convergent validity
Convergent validity refers to the consistency that multiple items exhibit in measuring the same construct. Unidimensionality, average
variance extracted (AVE), and composite reliability (CR) are adequate indicators of the convergent validity of measurements (Bagozzi & Yi,
1988; Steenkamp & Van Trijp, 1991). Thus, they were included in the study. Concerning unidimensionality, the factor loading (>0.5) and tvalue (>1.96) of items were both required. The results of factor loading, as well as AVE and CR, are provided in Table 2. All constructs had AVE

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H.-J. Chen / Computers & Education 55 (2010) 16281639

Table 1
Descriptives.
Description
Sex
Male
Female
Age
2130
3140
4150
5160
Above 60
Job category
Administrative/sales
Technical/engineering
System use
1 (very infrequent)
2
3
4
5
6
7 (very frequent)
Computer use
05 years
610 years
Above 11
Education
High school
College/University
Graduate school
Organization industry
Manufacturing
Banking
Government
General Service
Others
Organization employee no.
Below 100
100499
500999
10001999
Above 2000

Frequency

Percent

111
82

57.51%
42.49%

55
51
42
32
13

28.50%
26.42%
21.76%
16.58%
6.74%

99
94

51.30%
48.70%

0
10
9
46
45
65
18

0.00%
5.18%
4.66%
23.83%
23.32%
33.68%
9.33%

21
65
107

10.88%
33.68%
55.44%

20
122
51

10.36%
63.21%
26.43%

51
78
21
29
14

26.43%
40.41%
10.88%
15.03%
7.25%

33
30
4
12
114

17.10%
15.54%
2.07%
6.22%
59.07%

values higher than 0.5 and CR values higher than 0.7, which indicates commonly acceptable convergent validity of measurements (Chin,
1998; Fornell & Larcker, 1981; Hair, Babin, Money, & Samouel, 2003).
4.1.2. Discriminant validity
In the measurement of discriminant validity, the correlations between different constructs should be lower when compared with their own
extracted variance explanations. The average variance extracted (AVE) and cross-loading can be adopted to assess discriminant validity
(Kerlinger & Lee, 2000). The root square of the AVE of a construct should be higher than its correlation coefcients with other constructs (Chin,
1998; Fornell & Larcker, 1981). In addition, the factor loadings belonging to the same construct should be higher than those of different
constructs (Chin, 1998). The results of discriminant validity are shown in Table 3. For all of the constructs, the square roots of the AVEs were
higher than the correlation coefcients with other constructs. The results of factor loadings are shown in Appendix B. As indicated, each item
loaded higher on its principal construct than on other constructs. Overall, the results suggested good measurement properties for all constructs.
4.2. Path analysis
Given adequate convergent validity and discriminant validity, the study proceeded to empirically test the hypotheses. The SmartPLS
analysis results are shown in Fig. 5. The results indicate that all the hypotheses, excluding H2 (see below), were not rejected. The level of
correlation among constructs was similar to that of former studies based on the IS success model (Rai et al., 2002; Wu & Wang, 2006). The Rsquared value for each construct was also at a similar level. For example, the R-square of system use was 0.52 in this study, 0.53 (system
dependence) in the study of Rai et al. (2002), and 0.60 in the study of Wu and Wang (2006). The R-square of user satisfaction was 0.68 in this
study, 0.55 in the study of Rai et al. (2002), and 0.69 in the study of Wu and Wang (2006). Finally, the R-square of perceived usefulness was
0.47 in this study, 0.41 in the study of Rai et al. (2002), and 0.54 in the study of Wu and Wang (2006).
The results of this study show that employees e-learning system use is signicantly associated with their overall job outcomes. Thus, H8
is not rejected. This indicates that employees gain benecial consequences from their use of e-learning systems in their jobs. In addition,
both perceived usefulness and user satisfaction are shown to have a signicant impact on system use, and perceived usefulness is shown to
have a signicant impact on user satisfaction. Therefore, H5, H6 and H7 are not rejected. The results indicate the importance of perceived
usefulness and user satisfaction in motivating employees to use e-learning systems.

H.-J. Chen / Computers & Education 55 (2010) 16281639

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Table 2
Average variance extracted (AVE), composite reliability (CR), and factor loading of construct measurement.
Constructs

AVE

Information quality (IQ)

IQ01
0.70
IQ02
IQ03
IQ04
IQ05
System quality (SQ)
SQ01
0.70
SQ02
SQ03
SQ04
SQ05
Perceived usefulness (PU)
PU01
0.80
PU02
PU03
PU04
PU05
User satisfaction (US)
US01
0.86
US02
US03
Use (USE)
U01
0.87
U02
U03
Overall job outcome (OJO)
JO1
0.87
JO2
JO3

CR

IQ

0.92

0.72
0.87
0.88
0.86
0.84

0.92

SQ

PU

US

Use

OJO

t-value
15.46
39.83
39.78
40.66
39.79

0.87
0.84
0.79
0.83
0.86

43.55
39.07
23.66
31.41
39.78

0.95

0.91
0.91
0.87
0.91
0.90

0.95

50.10
48.89
42.45
47.75
51.40
0.91
0.93
0.95

0.95

62.89
63.69
96.27
0.93
0.94
0.92

85.41
92.19
65.22

0.95

0.91
0.94
0.91

55.22
95.76
36.07

Information quality is shown to have a signicant inuence on perceived usefulness, but not on user satisfaction. Thus, H1 is not rejected, but H2
is rejected. Finally, system quality shows a signicant inuence on both perceived usefulness and user satisfaction. Thus H3 and H4 are not rejected.
The results of this study indicate that information quality and system quality facilitate employees independent training/learning process.
5. Discussion and limitation
The aim of e-learning systems is to facilitate organizational human capital management and employee training. The measure of IS use to
represent system success has long been a point of contention in IS studies due to the lack of objective measurements. System use is
a temporal behavioral variable, but the desired outcome of employee training pertains to more longstanding changes, such as cognitive
changes or benecial consequences in user perception. Studies linking e-learning system use to system task are still limited. The following
discussion summarizes the contribution of this study to the establishment of this empirical link.
5.1. Discussion
Based on the IS success model, this study empirically makes an empirical connection between e-learning system use among employees
and perceived benecial consequences of IS use in terms of overall job outcome. The results suggest a valid connection between e-learning
system use and overall job outcome. The results indicate employees acquisition of knowledge, skills and work attitudes through e-learning
systems use. e-Learning is associated with training transfer, which facilitates overall job performance and satisfaction.
e-Learning systems are designed to implement the process of learning. In the virtual learning context, the results show that users benet
from the use of e-learning systems. e-Learning system use among employees facilitates the transfer of acquired knowledge, skills and work
attitudes from the training period to the job, and thus helps in problem solving, thereby enhancing overall job outcomes. The results of this
study correspond to the perspective that has emerged from the IS success model: users gain benecial results from information systems use
(DeLone & McLean, 1992, 2003; Seddon, 1997; Szajna, 1996). The results also facilitate to clarify the aim of organizations investment in
employee e-learning training.
Table 3
Square root of average variance extracted (AVE) and correlations of all constructs.

IQ
SQ
PU
US
USE
OJO
a

IQ

SQ

PU

US

USE

OJO

0.84a
0.69
0.60
0.61
0.48
0.52

0.84a
0.66
0.73
0.59
0.55

0.90a
0.77
0.70
0.54

0.93a
0.65
0.52

0.93a
0.45

0.92a

The grey area indicates the square root of average variance extracted of the construct.

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H.-J. Chen / Computers & Education 55 (2010) 16281639

Information 0.27**
Quality
0.08

Perceived
Usefulness
47.03
0.49***

0.45***
System
Quality

0.35***

User
Satisfaction
67.94

Individual Beneficial
Consequence of IS
Use

0.47***
Use
52.10

0.45***

Overall Job
Outcome
20.37

0.29**

*: t>|1.96|, p<0.05; **: t >|2.58|, p<0.01; ***: t>|3.29|, p<0.001.

Fig. 5. The PLS results.

The perceived usefulness of e-learning systems and user satisfaction are shown to be important motivators of systems use. Perceived
usefulness, which refers to the subjective perception of usefulness in terms of job performance now and in the future, has long been shown
to be an important motivator of human computer technology use (Igbaria et al., 1995). While user satisfaction is an intrinsic motivator of
system use, perceived usefulness is an extrinsic motivator that has instrumental value in computer technology (Davis et al., 1992; Heijden,
2004; Liaw & Huang, 2003; Lim, 2003; Venkatesh, 2000; Venkatesh et al., 2002; Yi & Hwang, 2003). The results of this study reect the
importance of perceived usefulness and user satisfaction in motivating employees to use e-learning systems. In addition, perceived
usefulness is shown to be signicantly associated with user satisfaction, which is directly and signicantly associated with system use,
a nding that corresponds to the studies of Seddon (1997) and Wu and Wang (2006). User satisfaction is shown to play a partial mediating
role between perceived usefulness and system use.
Regarding information quality and system quality, the results indicate that both constructs have a signicantly positive association with
perceived usefulness, and that system quality has a signicantly positive association with user satisfaction. e-Learning systems are designed
to implement or support employee learning and training. Good information quality and system quality assist in the utilization of systems
and in the acquisition of information or knowledge that these systems are intended to provide; these are the issues that concern users who
are introduced to e-learning systems. Concurring with previous research, this study shows that perceived usefulness is affected by external
variables, such as system characteristics (Ajzen & Fishbein, 1980; Davis, 1989). Systems of easy operation and accurate information are
associated with perceived usefulness and user satisfaction, a nding that corresponds to the former IS success literature (Seddon, 1997; Wu
& Wang, 2006).
Nowadays, it is feasible for enterprises to adopt information systems to strengthen employee training and learning. The results of this
study indicate that the existence of e-learning systems is well embedded in many job environments. Employees use the systems for training
and learning, and acquire knowledge, skills or work rules required in their jobs. Supported by training transfer, which e-learning systems
facilitate, overall job outcomes are enhanced by system use. The results of this study also show that e-learning systems can help to diminish
knowledge gaps and overcome barriers pertaining to knowledge map building and knowledge sharing by facilitating knowledge transfer.
Knowledge gaps are common in organizations, and bridging these gaps requires innovation with regard to knowledge transfer (Bonfadelli,
2002; Gilbert & Cordey-Hayes, 1996). Well-designed e-learning systems can facilitate the integration of knowledge required by employees,
who can use these systems to transfer this knowledge to their workplace. This not only facilitates the management of human capital, but also
helps knowledge management to increase organizational innovativeness.
The results of this study provide an academic basis for linking e-learning systems use to job-related attitudes (i.e., job satisfaction) and
self-evaluated job performance. This link claries the contribution made by information systems to the workplace, which is also the issue
that concerns enterprises. According to the IS success model, the stakeholders of different organizations have various opinions about what
constitutes benecial consequences of information systems (DeLone & McLean, 2003; Seddon, Staples, Patnayakuni, & Bowtell, 1999;
Wang et al., 2007). This study validates this term by linking e-learning systems use with overall job outcome.

5.2. Limitations and suggestions

The link between system use and perceived outcomes cannot be established on the basis of a single empirical study. Hence, we need to be
cautious when generalizing the ndings. For example, the measures of the survey are based on the IS success literature, and are thus phrased
positively. Further empirical studies gathering data from multiple sources, including supervisors, are recommended to avoid common
variance due to single data sources. In addition, important environmental variables, such as group support and organizational culture,
facilitating conditions (e.g., rewards), and individual learning capabilities, are not included in this study. Further research that takes into
consideration these environmental inuences is suggested.
Finally, in the data gathering stage of this study, respondents from some organizations indicated that they seldom used e-learning
systems, as they were too busy. Yet, according to the results of this study, e-learning systems use facilitates job outcomes. Possible reasons
for infrequent system use may include a lack of motivation on the part of employees to use the resources. Therefore, further studies
exploring the perceived instrumental value of e-learning systems is recommended to increase system use. Finally, increasing the efciency
and effectiveness of training transfer is an issue that requires further exploration.

Acknowledgments
The author would like to thank the Co-Editor, Dr. Chin-Chung Tsai, and anonymous reviewers for their valuable comments to improve
this paper. The author also thanked Chi-Tsai Yeh and Chia-Hon Kao for any their help to the paper. This research was supported by the
National Science Council of the Republic of China under the grant of NSC98-2410-H- 214-002.

H.-J. Chen / Computers & Education 55 (2010) 16281639

1637

Appendix A. Construct measures.

Information quality
IQ1. The e-learning system provides correct and accurate information.
IQ2. The e-learning system provides complete and sufcient information.
IQ3. The e-learning system provides precise and clear information
IQ4. The information provided by the e-learning system meets my needs.
IQ5. The information provided by the e-learning system helps to solve my problems.
System quality.
SQ1. The e-learning system provides good interaction mechanisms.
SQ2. The buttons for operation of the e-learning system are clearly and easily understood.
SQ3. The e-learning system responses quickly.
SQ4. The e-learning system is seldom out of use.
SQ5. The functions of the e-learning system work well.
Perceived usefulness.
PU1. Using the e-learning system enhances my work efciency.
PU2. Using the e-learning system improves my job outcome and learning efciency.
PU3. Using the e-learning system enhances my competence.
PU4. Using the e-learning system increases my productivity.
PU5. Using the e-learning system makes work become easy.
User satisfaction.
US1. I am satised with the sufcient information of the e-learning system that meets my work needs.
US2. I am satised with the efciency of the e-learning system.
US3. I am satised with the effectiveness of the e-learning system.
Use.
U1. I frequently use the e-learning system.
U2. I use many functions of the e-learning system.
U3. I depend on the e-learning system.
Perceived benecial consequences of is use overall job outcome.
JO1. Overall speaking, I can well complete the tasks that the organization assigns.
JO2. Overall speaking, I feel satised with my job.
JO3. Overall speaking, my job performance is good.

Appendix B. Cross-loadings of all constructs.

IQ1
IQ2
IQ3
IQ4
IQ5
SQ1
SQ2
SQ3
SQ4
SQ5
PU1
PU2
PU3
PU4
PU5
US1
US2
US3
U1
U2
U3
OJO1
OJO2
OJO3

IQ

SQ

PU

US

USE

OJO

0.72
0.87
0.88
0.86
0.84
0.58
0.58
0.59
0.51
0.62
0.52
0.54
0.52
0.56
0.53
0.59
0.51
0.60
0.46
0.44
0.43
0.49
0.52
0.44

0.49
0.58
0.58
0.61
0.61
0.87
0.84
0.79
0.83
0.86
0.59
0.66
0.53
0.57
0.60
0.61
0.67
0.74
0.59
0.57
0.48
0.53
0.51
0.48

0.27
0.48
0.43
0.57
0.62
0.50
0.56
0.55
0.54
0.60
0.91
0.91
0.87
0.91
0.90
0.69
0.67
0.77
0.66
0.64
0.66
0.51
0.53
0.43

0.32
0.49
0.49
0.55
0.62
0.61
0.63
0.62
0.60
0.60
0.67
0.73
0.65
0.69
0.70
0.91
0.93
0.95
0.62
0.61
0.60
0.49
0.51
0.44

0.26
0.38
0.36
0.45
0.48
0.47
0.49
0.48
0.50
0.51
0.61
0.61
0.60
0.65
0.65
0.62
0.56
0.64
0.93
0.94
0.92
0.43
0.45
0.36

0.26
0.41
0.51
0.47
0.47
0.42
0.47
0.49
0.44
0.49
0.46
0.51
0.44
0.49
0.50
0.48
0.46
0.51
0.47
0.42
0.36
0.91
0.94
0.91

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