Introduction The coronavirus pandemic has had numerous consequences for the global educational system, prompting educators to transition from face-to-face to remote learning as a means of delivering education during these challenging times. This study aimed to empirically assess e-learning by applying the updated Information Systems Success Model (ISSM). Methods A cross-sectional study was conducted with 345 students, using a structured questionnaire distributed online. Structural Equation Modeling (SEM) was used to analyze relationships between constructs, and reliability and validity were confirmed through Cronbach's alpha, Composite Reliability (CR), and Average Variance Extracted (AVE). Results showed high internal consistency, with Cronbach's alpha and CR values exceeding 0.7 for all constructs and AVE values above 0.5. Results “System quality” and “service quality” significantly influenced “system usage” and “user satisfaction,” while “information quality” only impacted “system usage.” “System usage” and “user satisfaction” were strong predictors of “net benefits,” emphasizing their critical roles in e-learning success. However, the lack of significant influence of “information quality” on “user satisfaction” highlights a need for content alignment with user expectations. Discussion These findings emphasized the importance of investing extensively in e-learning as a means to support educational recovery in the post-COVID-19 era. They also highlighted the need to increase awareness among students and parents about its value in maintaining a safe learning environment. The results provided valuable insights for improving future e-learning strategies in similar contexts. Conclusion Based on these findings, educational policymakers are encouraged to prioritize the development of high-quality digital content and ensure ongoing support services to enhance user satisfaction and engagement with e-learning platforms.
Mohamed Omari (2025) studied this question.