Rabih Layal, Yammine Elie
School of Business/ MIS, Lebanese International University, Beqaa Governorate, Beqaa Governorate, Lebanon.
Statistics and Computer Science Department, Lebanese University, Beirut, Beirut Governorate, Lebanon.
F1000Res. 2025 Apr 28;14:468. doi: 10.12688/f1000research.163914.1. eCollection 2025.
In the fast-paced digital world, e-learning has become the most convenient medium for higher education institutions to provide scalable education. It is used to provide a flexible educational process through the employment of new technologies. Due to the impact of the war on education in Lebanon during fall 2024-2025 and the suspension of traditional learning, e-learning adoption was the answer to the ministry of education and higher education call for learning continuity. Despite extensive research on e-learning systems, limited empirical evidence exists on factors affecting its success during wartime. This study aims to assesses this success in achieving learning outcomes within the context of higher education under war risks based on the Delone and McLean IS model [1].
A quantitative approach was employed using a structured questionnaire distributed to 429 students and academic staff within higher education institutions in Lebanon. Sampling and data analysis were conducted through structural equation modelling to test hypothesized relationships of the proposed model in SPSS 27.0 using the path analysis.
The goodness-of-fit measurement of the model represent the desirability and good fit of the model (SRMR = 0. 048). The Cronbach's α values varying between 0.765 and 0.944, and CR values varying between 0.753, and 0.954, were considered sufficiently error-free and demonstrated the model's internal consistency and the constructs' good reliability. The AVE values ranging from 0.509 to 0.808 were all valid, and their convergent validity was fulfilled. The HTMT and the confidence interval empirical criterions are met and constructs discriminant validity is certain. The R , β, and Q measures showed which constructs have strong or weak relationships strength, and large or small predictive relevance.
According to empirical results, findings reveal that war-perceived risk directly and indirectly affects all model dimensions. Service quality does not significantly affect the intention to use/use, or user satisfaction. Moreover, intention to use/use had no significant impact on the success of e-learning in terms of satisfying its users and attaining their expected learning outcomes. Thus, the war risks imposes the e-learning usage to achieve its outcomes as the only available solution for learning in such circumstances.
在快节奏的数字世界中，电子学习已成为高等教育机构提供可扩展教育的最便捷媒介。它通过采用新技术来提供灵活的教育过程。由于2024年秋季至2025年黎巴嫩战争对教育的影响以及传统学习的暂停，采用电子学习是对教育和高等教育部关于学习连续性呼吁的回应。尽管对电子学习系统进行了广泛研究，但关于战时影响其成功的因素的实证证据有限。本研究旨在基于德洛内和麦克林信息系统模型[1]，评估在战争风险背景下的高等教育中电子学习在实现学习成果方面的这种成功。
采用定量方法，向黎巴嫩高等教育机构内的429名学生和学术人员发放结构化问卷。通过结构方程模型进行抽样和数据分析，以在SPSS 27.0中使用路径分析测试所提出模型的假设关系。
模型的拟合优度测量表明模型具有可取性和良好拟合度（SRMR = 0.048）。克朗巴哈α值在0.765至0.944之间变化，CR值在0.753至0.954之间变化，被认为足够无误差，并证明了模型的内部一致性和构念的良好可靠性。AVE值在0.509至0.808之间，均有效，满足其收敛效度。满足HTMT和置信区间实证标准，构念判别效度确定。R、β和Q测量表明哪些构念具有强或弱的关系强度以及大或小的预测相关性。
根据实证结果，研究结果表明，感知到的战争风险直接和间接地影响所有模型维度。服务质量对使用意图/使用情况或用户满意度没有显著影响。此外，使用意图/使用情况在满足用户需求和实现其预期学习成果方面对电子学习的成功没有显著影响。因此，战争风险使得电子学习的使用成为在这种情况下实现学习成果的唯一可用解决方案。
