Factor Analysis of E-learning Services Quality

This paper aims to perform a factor analysis of e-learning service quality for providing valuable references and proposing strategies, which would advance successful e-training operations. This paper delineates services features and overviews current literature on e-education quality assessment. From e-learning attributes and the outlook of SSCE (services science, management, and engineering), the paper designs an indicator structure consisting of 10 criteria. Based on questionnaires, each indicator is given a certain value, and e-views is employed to calculate principal components. The paper finds six factors are crucial to measure of e-learning services quality for representing a 82.5% proportion in the total variance. Top three factors are ease of use, security, and reliability, indicating that network facilities, e-safety protection, and high-levels of instructing and punctual answering learner–raised questions after class, are leading prerequisites of maintaining superior e-educational quality. E-education suppliers should put efforts into these dimensions for providing quality e-training services.


Introduction
The rapid evolution of information technology has created new applications, such as e-banking, e-learning and e-health [1]. E-learning is a common application that is widely used in the educational sector [2]. The main objective of ICT is to reduce the limitations on time and location, in the context of higher education. It allows access to desired information, without limitations [3]. Traditional instruction wields restrictions a learner's time and space and indeed robs learning of the convenience of choosing the time to learn, which can even cause learners to lose the motivation to learn [4]. Web-based e-learning has been promoted in government institutions to improve  A change in condition may occur and production of the service may or may not be closely associated with a physical product. Services mainly features intangibility, heterogeneity, inseparability, and perishability.
Distinctive perspectives are used by scholars to explain services science (services science, management, and engineering (SSME)): (1) from the discipline perspective. SSME is a cross-multi discipline of computer science, operational research, industrial engineering, math, management science, decision-making, and law science.
Spohrer defines SSME as a science which applies theories of science, management and engineering into jointly completing a specific lucrative task by a person, or an institution or a system with another person, another institution or another system. (2)From the systematic viewpoint, serving system is a major researched object in SSME. Spohrer points out that SSME resolves complicated practical problems through synthesizing various analysis methods from disciplines such as service science, management and engineering. viewed as an efficient learning technique.

E-learning Service Quality Assessment
For e-training, services quality assessment has aroused concern from academicians and produced much fruit.    According to questionnaires, we summarize, process, and  Note that table Tables 4 and 5 table 6, the factor loadings matrix table 7, and factor names in table 8. Table 4 demonstrates that the Cronbach Alpha coefficient for each criterion, the maximum topping 0.91 and the minimum at 0.87, all, is in excess of 0.8, implying that there is a high reliability for the designed questionnaire.

Discussion
Validity test must be conducted to confirm whether the factor approach is fit for the question in this study. To this end, we resort to the exploratory factor, voicing that the higher KMO, the more common factors among variables and the more suitable the factor methodology will be. If KMO exceeds 0.7, the approach of factor analysis will be reviewed as appropriate. It can be found from table V that the relationship among variables is suitable to be examined through the way with the value for KMO above 0.80 and the significant linear connection between indicators implied by Barlett testing.
Inter-variable relevance must be investigated to certify whether these variables have a certain dependency relationship, whereby finding out their correlation both degree and direction. In order to achieve this aim, various ways have been utilized in literature, in which Pearson correlation test receives wide-spread attention and usage. In this study, we also depend on Pearson to examine the correlation among ten indicators of gauging e-study services quality. The results show that there exists a significant positive linkage between two dimensions at the 5% level, for example, ease of use and tangibility, or security or reliability, validity of learning resources and solicitude. All this dictates that principal component analysis is suitable to be applied into dealing with services quality regarding e-learning. Table 6 reveals that the cumulative variance of the cumulative eigenvalue for six former factors making up 82.5% of total variance, thus they are identified as principal components. As a result, ten original indicators can be shrunken into six main factors. Table 7 exhibits factor loadings after Kaiser rotation. Obviously, ease of use has the largest loading (0.79) in the first common factor, so the first factor is termed as the easy utilization factor. In the same token, factors are named security, reliability, learning resources' validity, responsiveness, and solicitude due to the largest loading in its own principal component, accordingly. Each of these factors represents a more definite economics meaning. Hence, gauge of e-learning services quality can be generalized into six major factors (see table 8

Conclusion and proposal
The contribution of this paper is to provide an evaluation of services quality in e-learning. We extend existing It can be taken as the ability to willingly offer aid and enable to furnish just-in-time services for customers, for example, customized training. Thus, it is necessary and imperative for e-schools to build an effective system of supporting learning, bringing in a more meticulous and benevolent e-education, in which learners are centered.
Our results provide valuable insights into building and maintaining superior e-learning services: • Initially, e-education suppliers ought to focus attention on web technology improvement as high qualify services depend on information telecommunications facilities and lay higher requirements on system environments, • e-educational schools must develop an advantage in the branch of learning or cooperate with those intuitions, which have an advantage in the regarding, or co-develop e-courses along with these organizations. As for launching a new major, it should be based on preponderant specialties. Moreover, lifelong-education must be the primary concern for e-lecturers themselves with substantial innovative skills and knowledge emerging by constant development of information technology, to allow their lectured knowledge to satisfy economic reality.