Investigation of the effects of blended e-learning environment's information system quality on students' psychosocial perceptions

The aim of this study is to investigate the effect of "Quality of Information", "System Quality" and "Quality of Service" on students' psychosocial perceptions in the blended e-learning environment. For this purpose, the Turkish version of the Distance Education Learning Environments Scale developed by Walker (2003) to test the effect of blended e-learning environment on students' psychosocial perceptions was conducted by DELES-TR (Özkök et al., 2009) and Dağhan and Akkoyunlu (2016). Information Systems Success Model (DeLone and McLean, 2003; Chang, 2013) was used. The study group of the research is planning 536 students who have undergraduate and graduate education in a semi-private state university with international status. The data of the study was collected in the Fall Semester of 2017-2018 Academic Year. The hypothetical model established was tested with the structural equation model. The findings of the research confirm the hypothetical model established based on Moos's (1976) social environment perspective. As a result of the research, it was seen that Service Quality, Information Quality and System Quality can directly explain the variables of Teacher Support, Student Interaction and Collaboration, Information Quality, Original Learning, Active Learning and Student Autonomy and the resulting model provides a valid, reliable and good fit. According to the research model; 51% of the teacher support variable and 20% of the student interaction and cooperation variable could be explained by the Quality of Service variable, 79% of the personal interest variable, 72% of the authentic learning variable and 42% of the active learning variable could be explained by the quality of knowledge variable, 47% of the student autonomy variable is explained by the system quality variable.