The role of digital leadership, system of information, and service quality on e-learning satisfaction
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aims to determine and analyze the influence of private university digital leadership and information system success models (system quality, information quality, service quality) on the satisfaction of e-learning users of agricultural students. This research method is a quantitative survey, and the number of research samples is 323 agricultural students who were selected by a random sampling system. The sampling technique used is simple random sampling. The analytical method used is SEM with the help of SmartPLS 3.0 software. The results show that the role of digital leadership had a significant positive effect on the three variables of the information system success model. Likewise, system quality, information quality, and service quality have a significant positive and significant effect on user satisfaction of e-learning systems. This finding can increase the exploration ability of agricultural students as users to obtain various agricultural information. This finding confirms previous studies which state that usage has a significant effect on user satisfaction. Suggestions for further research, in this study only involves a single student perspective. Future research is recommended to use the perspective of the organization/institution (e-learning system management unit), lecturers, and university employees and agricultural stakeholders.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it