Evaluating learning management systems: Adoption of hexagonal e‐learning assessment model in higher education

Purpose - The purpose of this paper is to demonstrate the importance of undertaking a systemic view of learning management systems (LMSs) evaluation addressing the conceptualization and measurement of e-learning systems success in higher education. Design/methodology/approach - The paper adopts a quantitative case perspective and derives a conceptual model for e-learning assessment (Hexagonal e-learning assessment model - HELAM). The model is empirically tested for validity and reliability in the university setting. Findings - Qualitative and quantitative findings have been presented, which will be valuable for academics and practitioners doing research in e-learning evaluation. The findings support the flexibility and relevance of HELAM as an e-learning assessment model. It highlights a number of success measures which are grouped under six dimensions. Research limitations/implications - Further research efforts should explore new dimensions or test the causal relationships among proposed dimensions within the boundary of e-learning. In that, the paper is limited contextually where attention should be made not to generalize the findings beyond the empirical findings within the case analysis. Practical implications - The paper supports a practitioner perspective through a consideration of a holistic approach to e-learning assessment. E-learning system developers may find the findings useful when designing and implementing the LMS. Originality/value - The paper is original as the conceptual model has been derived through both theoretical constructs and empirical analysis. It provides an innovative approach to e-learning assessment.