A short-form measure of user information satisfaction: a psychometric evaluation and notes on use
Journal of Management Information Systems
The measurement of end-user computing satisfaction
MIS Quarterly
Explaining the role of user participation in information system use
Management Science
Task-technology fit and individual performance
MIS Quarterly
Understanding user evaluations of information systems
Management Science
Developing a 3-D model of information systems success
Information systems success measurement
Assessing software maintenance tool utilization using task-technology fit and fitness-for-use models
Journal of Software Maintenance: Research and Practice
Exploring the measurement of end user computing success
Journal of End User Computing - Special issue on end user computing: clarity, change, choice
User evaluations of IS as surrogates for objective performance
Information and Management
Determinants of the intention to use Internet/WWW at work: a confirmatory study
Information and Management
Research Commentary: Technology-Mediated Learning--A Call for Greater Depth and Breadth of Research
Information Systems Research
Can e-learning replace classroom learning?
Communications of the ACM - New architectures for financial services
Practices and orientations of CSCL
What we know about CSCL and implementing it in higher education
Journal of the American Society for Information Science and Technology - Part I: Information seeking research
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
International Journal of Human-Computer Studies
The influence of system characteristics on e-learning use
Computers & Education
Influence of experience on personal computer utilization: testing a conceptual model
Journal of Management Information Systems
Measuring e-learning systems success in an organizational context: Scale development and validation
Computers in Human Behavior
The importance of participant interaction in online environments
Decision Support Systems
Critical success factors for e-learning acceptance: Confirmatory factor models
Computers & Education
The DeLone and McLean Model of Information Systems Success: A Ten-Year Update
Journal of Management Information Systems
Information technology (IT) in Saudi Arabia: Culture and the acceptance and use of IT
Information and Management
The acceptance and use of a virtual learning environment in China
Computers & Education
User developed application success: sources and effects of involvement
Behaviour & Information Technology
Review: Content Management Systems: Enriched learning opportunities for all?
Computers in Human Behavior
Education and Information Technologies
A model for measuring e-learning systems success in universities
Expert Systems with Applications: An International Journal
International Journal of Human-Computer Studies
The adoption of e-Learning in corporate training environments: an activity theory based overview
Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference
Journal of the American Society for Information Science and Technology
A Sandbox Approach to Online Exam Administration
International Journal of Online Pedagogy and Course Design
Analytics of the effects of video use and instruction to support reflective learning
Proceedings of the Fourth International Conference on Learning Analytics And Knowledge
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Learning management systems (LMSs) are very widely used in higher education. However, much of the research on LMSs has had a technology focus or has been limited to studies of adoption. In order to take advantage of the potential associated with LMSs, research that addresses the role of LMSs in learning success is needed. Task-technology fit is one factor that has been shown to influence both the use of information systems and their performance impacts. The study described in this paper used the technology-to-performance chain as a framework to address the question of how task-technology fit influences the performance impacts of LMSs. The results provide strong support for the importance of task-technology fit, which influenced perceived impact on learning both directly and indirectly via level of utilization. Whilst task-technology fit had a strong influence on perceived impact of the LMS on learning it only had a weak impact on outcomes in terms of student grades. Contrary to expectations, facilitating conditions and common social norms did not play a role in the performance impacts of LMSs. However, instructor norms had a significant effect on perceived impact on learning via LMS utilization.