Abstract

Higher education institutions had to deploy E-learning for all their students during the year 2020 in Chile, shifting from face-to-face to distance education. This change needed the adaptation of students to uncertain scenarios and affected the online system's outcomes. For example, there were issues with the internet connection, students got distracted easily, and they tend to turn off cameras so often they are losing face-to-face contact, and teachers were unfamiliar with the technology due to their age. This research explores the effects of online learning based on both technology acceptance and success models within this context. We conducted an online survey in engineering students belonging to Chilean universities, using five variables: information quality, system quality, user satisfaction, behaviour intention, and actual use of e-learning. The study used the partial least squares path modelling technique to analyse the measurement and structural model. We conclude that the quality dimension had a more significant impact on user satisfaction. Also, this satisfaction is an indirect antecedent of the use of e-learning systems. These findings show the importance of the system's characteristics in the final acceptance of the e-learning system by Chilean university students in the context of a pandemic.