Title: Validation of an Instructional Design Quality Framework for Evaluating E-Learning Course Success in Ugandan Higher Learning Institutions: A Structural Equation Model Approach

Issue Number: Vol. 4, No. 4
Year of Publication: Dec - 2018
Page Numbers: 114-130
Authors: Kishabale Bashir, Sharifah Sariah Syed Hassan
Journal Name: The International Journal of E-Learning and Educational Technologies in the Digital Media (IJEETDM)
- Hong Kong
DOI:  http://dx.doi.org/10.17781/P002551


As E-learning initiatives continue to be an integral part of Ugandan higher learning institutions’ strategic plans, evidence-based guidelines are necessary to deliver pedagogically sound experiences to learners. Despite the continuous strides in the implementation of Elearning interventions in Ugandan higher learning, no established framework is in place to assess the success of E-learning courses from the learners’ perspective. The specific aim of this study was two folded, namely, to validate an instructional design quality framework for Elearning success, and to examine the causal influence of instructional design quality constructs on E-learning success. By employing the cross-sectional survey approach, this study collected data from a stratified random sample of 805 students who were taking E-learning courses in ten selected CISCO Networking Academies in Uganda. The quantitative data were analysed using Principal Component Analysis, Confirmatory Factor Analysis and full-fledged Structural Equation Modeling (SEM). The results have supported the measurement and structural model fit to the data and indicated that instructional design quality constructs influenced learner satisfaction and continuance learning intention in the model. The findings of the study have highlighted significant practical and theoretical implications of the proposed framework for research and practice in Open and Distance e-Learning interventions in Uganda higher learning.