The Role of Schemata in the Information Systems Success Model in Bridging Online Learning Equity.
Saved in:
| Title: | The Role of Schemata in the Information Systems Success Model in Bridging Online Learning Equity. |
|---|---|
| Authors: | Rahmi, Ulfia1, Azrul, Azrul2 |
| Source: | Online Learning. Sep2026, Vol. 30 Issue 3, p156-183. 28p. |
| Subject Terms: | *Cognitive structures, *Educational equalization, *Online education, Structural equation modeling, Intention |
| Abstract: | Initial cognitive structures (schemata) play a crucial role in the success of Information Systems (IS) in online learning environments, particularly in efforts to support conditions associated with learning equity. However, the IS Success Model has yet to define the role of schemata clearly. This study investigates the influence and position of schemata within the DeLone and McLean framework in the context of online learning equity, with the focus on system-related benefits that may support equitable learning conditions. While learning equity is not measured directly, the model examines perceived benefits, such as accessibility, flexibility, and participation, that are theoretically linked to fair learning opportunities. Data were collected via questionnaires administered to 252 students from two state universities, all of whom had at least one year of online learning experience. The instrument was based on the IS Success Model, which includes system quality, information quality, service quality, intention to use, user satisfaction, net benefits, and schemata. Structural Equation Modeling (SEM) was used to analyze the model. The findings show that key components of the IS Success Model are positively and significantly related to perceived system-related benefits associated with conditions that may support equitable online learning, with schemata functioning as a moderating variable. It is suggested that IS implementations should incorporate support strategies such as scaffolding, personalized guidance, and introductory content to enhance the positive impact of schemata. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 197436443 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Role of Schemata in the Information Systems Success Model in Bridging Online Learning Equity. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rahmi%2C+Ulfia%22">Rahmi, Ulfia</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Azrul%2C+Azrul%22">Azrul, Azrul</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. Sep2026, Vol. 30 Issue 3, p156-183. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+structures%22">Cognitive structures</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Initial cognitive structures (schemata) play a crucial role in the success of Information Systems (IS) in online learning environments, particularly in efforts to support conditions associated with learning equity. However, the IS Success Model has yet to define the role of schemata clearly. This study investigates the influence and position of schemata within the DeLone and McLean framework in the context of online learning equity, with the focus on system-related benefits that may support equitable learning conditions. While learning equity is not measured directly, the model examines perceived benefits, such as accessibility, flexibility, and participation, that are theoretically linked to fair learning opportunities. Data were collected via questionnaires administered to 252 students from two state universities, all of whom had at least one year of online learning experience. The instrument was based on the IS Success Model, which includes system quality, information quality, service quality, intention to use, user satisfaction, net benefits, and schemata. Structural Equation Modeling (SEM) was used to analyze the model. The findings show that key components of the IS Success Model are positively and significantly related to perceived system-related benefits associated with conditions that may support equitable online learning, with schemata functioning as a moderating variable. It is suggested that IS implementations should incorporate support strategies such as scaffolding, personalized guidance, and introductory content to enhance the positive impact of schemata. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=197436443 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v30i3.5294 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 156 Subjects: – SubjectFull: Cognitive structures Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Online education Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Intention Type: general Titles: – TitleFull: The Role of Schemata in the Information Systems Success Model in Bridging Online Learning Equity. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rahmi, Ulfia – PersonEntity: Name: NameFull: Azrul, Azrul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Online Learning Type: main |
| ResultId | 1 |
