Concepts of e-learning performance on system use outcomes in Omani Universities

The higher education institutions and organizations continuously needs improvement and development of the e-learning model used through the learning process. These HEI required improving teacher-student communication through the e-learning model. This study investigates the influence of enhancing the collaborated factors of e-learning model use with teacher experience factor to enhance universities’ performance and the system used as outcome services available to all learners. This study aims to identify the concepts of e-learning model factors and the hypotheses links among them. The primary purpose is to develop an educated theoretical e-learning model from the use of Moodle as one of the e-learning systems. This model shows a significant effect and positively work in the suggested hypotheses and factors used through the combined work of official attending classes with an online way of communication. The problem here is the complexity of linking elements. Therefore, this paper overcomes this difficulty and speed up the complete e-learning process in a different manner. For this study, 21 constructed items of the educational survey given to Al-Buraimi College undergraduates in Oman. The finding reveals the positive acceptance of teacher experience factor as a cheerful effect moderator in any e-learning model use.


Introduction
The use of technology-enhanced learning (TEL) influences the understanding of the educational process. Most of the professors these days were using TEL with their course material to motivate the students towards improving their academic performance [1]. There were different types of enhancing learning by applying techniques of self-assessment programs used by students and their peers within course sessions. The development of internet applications has increased in universities, which point out that IT directors have a lot of work to do within an appropriate governance system [2].
The study needs to highlights the main important factors that affected positively, significantly and completely on the faculty experience as moderator factor of e-learning applications. Besides, this study works on the development of system use outcomes through the whole educational process [3, 4, and 43]. The total factors used in this study were six factors-the elements connected to the e-learning model and teaching experience. To validate the relationship between these two factors with the other three IOP Publishing doi:10.1088/1757-899X/1088/1/012008 2 factors as consequently named Student Perception (SP), as same as Student Sharing (SS), with Technical Support (TS), and finally Assessment Acceptance (AA).
While ineffective technologies could reflect negatively on university performance and outcomes, most of the pre-studies focused on IT with more emphasis on the industries than higher education institutes [21]. The aim of this work is How E-learning model can develop for enhancing the teaching method with a HEI. The benefits of upgrading and uploading new technologies of computers can increase the enhancement of academic performance and student satisfaction factors as essential factors in any educational system and learning process. It also allows all learners and students to have confidence and controlling their time and skills to achieve the expected student outcomes of learning process [17, 8, 10, 27, and 45]. This paper has many sections: the introduction of TEL and IT governance advantages. Literature review of TEL usage and achievements. The methodology used. Finally, the results and findings of the tested groups at Al-Buraimi University College (BUC).

Literature Review
This part of the paper represents the focus on the TEL models and articles. To determine the essential factors that could use to test and validate student satisfaction with e-learning using different types of TEL as a video blog, what's App, etc. In the previous studies, the researchers pointed to use the collaboration work between technologies with different applications using electronic learning model to enhance the important factors of the complete learning process [6, 24, and 46]. The factor of teacher experience can moderate positively with all relationships and influences among e-learning model use and the other essential elements as given in the model to handle the moderator work with student perception and sharing knowledge with accepted assessment under the technical support [11][12][13][14][15][16][17]47].
Moreover, [38] suggests perceived compatibility to meet e-learning outcomes. The researcher suggests compatibility affect positively on e-learning assistance and academic performance. The most challenging for teacher experience is that the high speed in technology improvement that reflects positively to faculty experience [36, 40, 5, and 50]. Also, [34, 35, and 47] tries to find a university partner in technological development. The framework starts by discussing the open innovation for management in the organization currently; then how universities use this process of invention and present their features from the academic researches. They found that socioeconomic factors have constant impacts on the modification in thinking and social behavior, which gives choices for universities to stay active and competitive in the market [34] The historical study in digital libraries compares more than 3750 relevant articles related to the educational field with a variety of applications and technologies used. The survey at some stages in the review of abstracts found related information that used more than 136 articles deeply related to the research method. The study focused on revising the recent review articles from 2007-2020 about a variety of essential topics and titles as (technology, academic University, and business). It removed duplicated results that covered most e-learning combination with TEL for Higher education purposes [49, 50, and 51].

Methodology
The target system of this work used UCOM as a new proposed application model. Both are open access courses used between educators who use hybrid techniques of dynamic online websites, also with traditional face-to-face course work for students. See figure 1. 3 Therefore, we argue teacher experience as a moderator to affect positively academic performance and support the technology of using the e-learning model. We propose the following hypothesis: Hyp-1: Teacher Experience has a cheerful relationship moderator about e-learn model use and student-perception factor.
Hyp-2: Teacher Experience has a significant effect as a moderator about e-learn use and the studentshare of community factor.
Hyp-3: Teacher Experience has a significant cheerful moderator about e-learn model use and technical-support factor.
Hyp-4: Teacher Experience has a cheerful effect moderator with e-learning model use and assessand-accept factor.

Data collection
The total sample population selected from Al-Buraimi College (BUC), were n=30, (12 Males, 18 Females) evaluated with this model at the Information Technology department, course (introduction to operating systems and systems architectures-code: COMP322) for section 2 of evening group. The results from the survey analyzed through the SPSS program. The authors used 5 Likerts scores of distributing the values among 5 to 1 respectively as strongly agree to strongly disagree scores to analyze survey feedback from the same student's participant in the selected courses. The test used expert groups that used the Moodle system and followed the proposed model factors that show the effect of the elearning on their academic performance and their knowledge skills. Table 1 shows item means, standard deviation and loading value with VIF for each item. The mean real accepted value indicated by any number above 2.5 the loading value of each item factor should be valid if the load is> 0.7 and VIF got when all results more significant than 1. Table 2 illustrates SPSS results for the operations related to validity option. Table 3 describes the students' geographical information.     Table 5 describes the results, and the outcomes remarks from the four hypotheses suggested in the model. The results discuss the β value of each idea and the p results in acceptance if it's less than 0.001.  Figure 2. The student demographic percent

The Conclusion
This study tries to develop an e-learning model with the use of TEL technologies to establish system use as outcomes of higher educations in Oman. This model used teacher experience as the main factor to validate the model. All data analyzed through the SPSS program for a course COMP322 at BUC were all the students officially used MOODLE as a type of learning management system to help them with the hybrid method of learning. The study used to test 4 hypotheses derived from previous articles. The model used a survey conducted with IT students studied at BUC in Oman between 30 students. The results show the significant developments and acceptance of all four hypotheses given.

Future Work
This model can test in the future for all Omani universities. Besides, the total sample can be increased to include all departments and not limited to IT students. Also, this model can extend to include the course material as an extra factor that could affect the whole learning process.