Student learning and how their lessons are delivered have been dramatically changed by COVID-19 pandemic, as evidenced by the widespread utilization of e-learning systems when the pandemic hit. However, the use of e-learning among students worldwide has not been as effective. The e-learning systems success model after the pandemic should be revised. This study examined the role of monitoring quality to validate the e-learning systems success using previous e-learning and information systems success models. Structural equation model was used in data analysis, involving data obtained from 800 students. Results demonstrated positive impacts of information quality, system quality and service quality, on user satisfaction, and positive impact of system use of user on student satisfaction and consequently on student loyalty. Monitoring quality did not show a positive impact on user satisfaction. Significant impact of user satisfaction on learning effectiveness was also shown. This study showed some significant implications for e-learning systems success models both in theory and in practice.