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.

This study aims to identify the factors influencing the effectiveness of digital learning among university students. The main focus of the research is to examine the impact of easy-to-use, competency development on websites, and motivation to learn on learning effectiveness. The study employs a quantitative approach with a survey method, where data was collected through online questionnaires distributed to final-year students at Universitas PGRI Malang. Out of 300 distributed questionnaires, 204 were returned and deemed complete, thus used as the final sample for analysis. The data were analyzed using Structural Equation Modeling (SEM) techniques with the help of SmartPLS software to examine the relationships between variables. The results show that ease of use has a significant impact on motivation to learn, but does not have a direct impact on learning effectiveness. Competency development on websites does not have a significant impact on motivation to learn, but it does have a significant impact on learning effectiveness. Additionally, motivation to learn was found to have a significant impact on learning effectiveness and mediates the relationship between ease of use and learning effectiveness, but does not mediate the relationship between competency development on websites and learning effectiveness.