Abstract:
Initially industrialized for providing distance learning programs, online education systems in their
existing practices are authoritative systems with proficiencies that match Enterprise Resource
Planning (ERP) systems. By using them on an enterprise-level basis, numerous Higher Education
Institutions are able to take advantage of their powerful functionalities and ERP-like integrative
capabilities to put together academic and administrative systems (Twigg 2002).
The objectives of this research are to: Classify concepts to quantify online education systems
application success; recognize maximum suitable dependent variable as a substitution for online
education systems and develop a framework of online education systems.This research is suggesting
that it may no longer be significant to still appraise online education systems as only educational
technologies in view of the current application environment where new methods of online education
systems are currentlyIS’s of strategic significance in numerous Higher Education Institutes (Moul
2002).
Online education systems should consequently be typical information systems, i.e. within the
standards of information systems assessment research and no longer as educational technology or a
novelty.
The methodology of this study is mainly quantitative : A questionnaire described as a survey of endusers’
perceptions on e-education systems application was distributed to two groups of end-users
comprising lecturers and students from three universities, University of Colombo, University of
Vocational Technology (UNIVOTEC), and Sri Lankan partner institute of University of Greenwich
(UK).
