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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA)
Cidral, W. A., Oliveira, T., Di Felice, M. & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers and Education. 122, 273-290
Exportar Referência (IEEE)
W. A. Cidral et al.,  "E-learning success determinants: Brazilian empirical study", in Computers and Education, vol. 122, pp. 273-290, 2018
Exportar BibTeX
	author = "Cidral, W. A. and Oliveira, T. and Di Felice, M. and Aparicio, M.",
	title = "E-learning success determinants: Brazilian empirical study",
	journal = "Computers and Education",
	year = "2018",
	volume = "122",
	number = "",
	doi = "10.1016/j.compedu.2017.12.001",
	pages = "273-290",
	url = ""
Exportar RIS
TI  - E-learning success determinants: Brazilian empirical study
T2  - Computers and Education
VL  - 122
AU  - Cidral, W. A.
AU  - Oliveira, T.
AU  - Di Felice, M.
AU  - Aparicio, M.
PY  - 2018
SP  - 273-290
SN  - 0360-1315
DO  - 10.1016/j.compedu.2017.12.001
UR  -
AB  - E-learning is a web-based learning ecosystem for the dissemination of information, communication, and knowledge for education and training. Understanding the impact of e-learning on society, as well as its benefits, is important to link e-learning systems to their success drivers. The aim of this study is to find the determinants of user perceived satisfaction, use, and individual impact of e-learning. This study proposes a theoretical model integrating theories of information systems' satisfaction and success in the e-learning systems. The model was empirically validated in higher education institutions and university centers in Brazil through a quantitative method of structural equation modeling. Collaboration quality, information quality, and user perceived satisfaction explain e-learning use. The drivers of user perceived satisfaction are information quality, system quality, instructor attitude toward e-learning, diversity in assessment, and learner perceived interaction with others. System quality, use, and user perceived satisfaction explain individual impact.
ER  -