Samah Ramzy Abdulghani
Department of Self-development, Deanship of Preparatory Year, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam, Saudi Arabia.
Muneerah Alshabanah
Department of MIS, College of Applied Studies and Community Service, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Al-Dammam, Saudi Arabia.
Daniah Alrajhi
Department of MIS, College of Applied Studies and Community Service, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Al-Dammam, Saudi Arabia.
Hanouf Alkhaldi
Department of MIS, College of Applied Studies and Community Service, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Al-Dammam, Saudi Arabia.
Reham Abdullah Ghanem
Basic Science Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam, Saudi Arabia.
Mohamed Talaat Gohari
Computer Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam, Saudi Arabia.
Ahmed Mohamed Abas
Computer Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam, Saudi Arabia.
Bassam Ahmad Alshorman
Department of General Courses, College of Applied Studies and Community Service, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam, Saudi Arabia.
Abderrazak Ben Salah
Department of MIS, College of Applied Studies and Community Service, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Al-Dammam, Saudi Arabia.
Hany Anwar Shoshan
Department of Quantitative Methods, College of Business Administration, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam, Saudi Arabia.
Abstract
The rapid growth of educational technology in higher education has led to the widespread use of Learning Management Systems (LMS) in distance learning. However, limited research has focused on measuring instructors' satisfaction with these systems, despite its critical role in course engagement and enhancing student interaction with course content. This study proposes a comprehensive framework for evaluating instructors' satisfaction with LMS usage. Thus; We adopted DeLone and McLean's Information System Success Model to empirically assess the relationships between Information Quality (INQ), System Quality (SYQ), Service Quality (SQ), Perceived Usefulness (PU), User Loyalty (UL), and User Satisfaction (US). The results indicate that SQ has a greater effect on the US than SYQ, PU, and INQ. Moreover, the results show that the US has a significant direct influence on UL. The study focuses on higher education instructors and employs a questionnaire-based survey for data collection. Based on the results, it is recommended that LMS design should consider the needs of both instructors and students, incorporating the latest technological advancements. Neglecting instructors' satisfaction in LMS development could negatively influence the outcomes of distance learning courses.
