Service modularity in e-learning programs: an analysis from the perceived usefulness perspective

Abstract

Purpose This study investigates the effects of service modularity on the perceived usefulness (PU) of e-learning programs through the perceived ease of use (PEoU) and service customization. Design/methodology/approach Structural equation modeling was used to test four hypotheses with survey data from 517 undergraduates in Turkey. Findings Results show that service modularity affects the PU of e-learning programs through the PEoU. Service customization negatively moderates the effect of service modularity on the PEoU, but positively moderates the effect of the PEoU on the PU of e-learning programs. Practical implications This study offers insights that support the decisions of policymakers and higher education institutions on how to design appealing e-learning programs cost-effectively. Social implications This study reveals the determinants of the PU of e-learning, which could support the democratization of access to higher education in emerging countries where barriers to higher education are relatively greater than in developed countries. Originality/value The concept of service modularity is explored in the e-learning context from the students' perspective. This study shows that the standardized interfaces across course modules increase the PU of e-learning programs by improving the ease of use. It also shows, interestingly, that service customization, enabled by modularity, is not always appreciated by service consumers, because of the potential extra effort demanded in communicating their unique needs to service providers.