An Integrated Model of Online Learning Success in Moroccan Higher Education: Evidence from PLS-SEM

Meryem Ziz; Sophia Faris; Khalifa Mansouri

doi:10.48084/etasr.18892

Authors

Meryem Ziz Laboratory of Modeling and Simulation of Intelligent Industrial Systems, ENSET of Mohammedia, Hassan II University of Casablanca, Morocco
Sophia Faris Laboratory of Modeling and Simulation of Intelligent Industrial Systems, ENSET of Mohammedia, Hassan II University of Casablanca, Morocco
Khalifa Mansouri Laboratory of Modeling and Simulation of Intelligent Industrial Systems, ENSET of Mohammedia, Hassan II University of Casablanca, Morocco

Volume: 16 | Issue: 3 | Pages: 36672-36685 | June 2026 | https://doi.org/10.48084/etasr.18892

Received: 23 March 2026 | Revised: 26 April 2026 | Accepted: 1 May 2026 | Online: 20 May 2026

Corresponding author: Meryem Ziz

Abstract

Online learning has played an essential role in education, underscoring the need to understand the factors that influence student satisfaction, continuity intention, and engagement. Building on a previous theoretical development of an integrated model of online learning success, this study empirically evaluates that model in the context of Moroccan higher education. Using a quantitative cross-sectional design, data were collected using a purpose sampling strategy from 207 students from Moroccan universities. To analyze the relationships between constructs conceptualized using multiple theoretical frameworks (TAM, ECM, D&M ISS, TTF, SRL, SDT, SCT, IDT, and CoI), data analysis was performed using Structural Equation Modeling via the Partial Least Squares approach (PLS-SEM), which is suitable for complex multi-theory models. The results showed that 8 of the 15 hypothesized relationships were statistically significant, with perceived ease of use and system, service, and information quality being significant predictors of student satisfaction. Satisfaction predicts continuity intention, task-technology fit and self-regulated learning predict perceived performance impact, and continuity intention also positively predicts performance. The relationships hypothesized through social/teaching presence, competence/autonomy/ relatedness, and innovation attributes were not supported, suggesting a more complex or indirect influence in this context. These findings provide empirical support for key components of the integrated model and advance understanding of how established frameworks apply in a resource-constrained developing-country higher education context. Practically, the results underscore the importance for Moroccan institutions of prioritizing platform usability and quality, aligning technology with learning tasks, and fostering students' self-regulation skills to enhance satisfaction, continuity, and perceived performance in online learning.

Keywords:

online learning, student satisfaction, continuity intention, performance impact, Moroccan higher education, integrated satisfaction model, PLS-SEM, technology adoption, self-regulated learning

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