J. Stat. Appl. Pro. 13. No.

3, 871-879 (2024) 871

Journal of Statistics Applications & Probability

An International Journal
http://dx.doi.org/10.18576/jsap/130302

Effect of User Satisfaction between Cloud Learning

Applications & University Education Agility
Nader Mohammad Aljawarneh*

Department of Business Administration, Faculty of Business, Jadara University, Irbid, Jordan

Received: 17 Aug. 2023, Revised: 20 Jan. 2024, Accepted: 7 Feb. 2024.

Published online: 1 May 2024

Abstract: University agility has been a critical issue for higher education institutions, little research has focused on
university agility and user satisfaction. Drawing on technology acceptance, process, and expectation theories, this paper
investigates the mediating role of user satisfaction between cloud learning applications and university education agility.
Variance-based structure in the northern region, results show that user satisfaction mediates the link between cloud learning
applications and university agility. Implications for practice are discussed.
Keywords: Cloud Learning Applications, University education Agility, User Satisfaction, Jordanian private universities.

1 Introduction
As one of the foundational pillars of society, higher education institutions have a significant impact on shaping the next
generation and laying the groundwork for sustainable growth (Roos et al, 2020), with the emergence of internet technology
in the early nineties, which affected all areas of life, including educational institutions, E-learning concept was introduced,
and education management changed from what it had been in the past. (Vashisht, 2020), with the development of the
Internet, online teaching is used as a new form of teaching on all levels, building an online educational resource system,
introducing high-quality digital educational resources, and developing online educational courses. The online education
platform will contribute significantly to developing education and overcoming many of the obstacles that face education
(Shao, 2020).
E-learning apps are widely used because they enable us to learn anytime, from anywhere, and on any device (such as a
desktop computer, laptop, iPad, smartphone, etc.). We can do this at home, in schools or colleges, while traveling, or even
in a park (Kulkarni et al, 2020), As a direct result of the fusion of technology and education, electronic learning has
emerged as a potent instrument for education, especially when leveraging cutting-edge technologies like cloud computing.
(Al-Fraihat et al, 2020), with the increasing developments in technology, improvements were made in all areas, like
commerce, health, and education. As a result, the use of e-learning in education increased quickly, especially with the
advent of cloud computing, as a powerful tool of learning, especially in higher education institutions (McGill & Klobas,
2009; Fraihat et al, 2020), because of its ease of use, and effectiveness in providing useful feedback to learners and high
performance (Freeze et al, 2019).
Cloud computing has developed greatly in the recent period, which allows access to applications via the web browser of the
user's device) Sivan & Sellappa,2020), using a common set of reconfigurable computing resources that can be quickly
provided and released with the least amount of administrative work and service provider interaction is called "the cloud
computing" model (Hussain et al, 2017), The use of cloud computing technologies (and the creation of platforms for
managing university education) can increase resource utilization, conserve university funds, and raise the caliber of
instruction. Additionally, it can bring novel application domains closer to research domains and real-world issues (Dong et
al., 2012), due to how easy it is to keep students' interest and save time on duties including using technology to enhance
education with the arrival of cloud technology (Vaquero, 2011). Security, performance, high costs (when compared to in-
*
Corresponding author e-mail: [email protected]
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Natural Sciences Publishing Cor.
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house implementation), difficult integration with existing applications inside the facility, limited customization options, and
difficulties with the organizational aspects of adopting cloud computing are just a few of the potential risks and difficulties
that could come with it (Feuerlicht et al., 2011). To adopt and analyze cloud computing, the company and its senior
management should try to reach potential changes in organizational culture, processes, and working relationships. They
should also consider the level of support for top management and, finally, experts who have the knowledge and expertise
required to implement cloud computing services (Gangwar et al, 2015).
Organizational flexibility refers to the ability of a company to remain resilient in the face of new developments, the ability
to bring about sustainable, effective, and timely organizational change, and to redistribute its resources efficiently and
effectively (Teece et al,2016) A company's capacity for innovation is essential for enabling it to use digital platforms to
rethink its operational procedures and become nimble (Ravichandran, 2018) Agility improves an organization's capacity to
provide high-quality products and services, which is important as firms are under increasing pressure to find innovative
ways to compete effectively in the dynamic global economy; Consequently, it becomes a crucial component of the
organization's productivity (Mehdibeigi et al, 2016). Agility is a critical factor for organizations to survive in an unstable
and turbulent environment (Aburub, 2015). Agility is understood as the company's ability to respond quickly to
environmental changes and opportunities as it has been identified through three dimensions: Customer Response (i.e. the
ability to assess customer needs and preferences and respond quickly to product and service offerings) Operational Agility
(with the company's ability to simplify operations and improve the speed of product development and chain Supply and
logistics operations (strategic agility) with the ability of the company to identify and enter new markets and redefine the
scope of its business (Ravichandran, 2018). Other researchers visualized it through three dimensions (sensing, decision-
making, and velocity of movement) (Parl et al, 2017).
Indicators of user satisfaction are crucial for determining whether an information system is operating effectively. User
satisfaction is defined as the general attitude that users exhibit as a result of their experiences with the behavior of modern
systems. It also refers to how well users believe that their needs and the activities of the organization are aligned.
According to studies, the degree of user happiness is correlated with the volume of user interaction with the system
(McLellan et al., 2012), and is a vital factor in determining the effectiveness of the information system, as well as one of
the most significant combinations for assessing the success of information technology (Mekadmi & Louati, 2018), Support
for end users, accurate, complete, and appropriate information, as well as addressing user needs, are additional factors that
contribute to user happiness (Athmay et al, 2016). The purpose of our study is to develop a model to increase the agility of
education in private Jordanian universities, especially with the exacerbation problem of the spread of Coronavirus all over
the world, including Jordan, as it required all universities to try to conduct the educational process remotely, and this
experiment is considered the first of its kind in Jordan.

2 Theoretical Framework & Hypotheses Development

2.1 Cloud Learning Applications and University Education Agility
Educational institutions use a variety of technologies to provide an interactive learning environment for e-learning, online
learning, and learning at any time. To leverage various platforms, businesses must incur significant expenses and labor. The
usage of numerous platforms might cause users to become more perplexed and complicated about how to utilize them,
necessitating the establishment of regulatory facilities within
educational institutions (Sultana, 2020). These resources can be thought of as organizational agility, achieving success in a
dynamic and swiftly evolving collegiate landscape involves effectively implementing competitive principles such as
swiftness, adaptability, ingenuity, and excellence through the integration of reconfiguration resources and best practices for
a knowledge environment to provide customer services as college students in a rapidly changing environment (Yusuf et al.,
1999). It was developed by Nafei, (2016). A model includes three dimensions, such as sensing agility, decision-making
agility, and acting agility, and concluded that agility, three dimensions, has a significant impact on organizational success.
Numerous techniques have also been created to describe organizational agility, such as the model developed by Zhang and
Sharifi (2000). This was founded on a technique that aids businesses in becoming more agile, as this approach has three
phases: identifying the organization's needs in terms of agility and its level of agility now; and identifying the practices and
utilities; ascertaining the agility capabilities needed for the organization to become agile.
Lew et al, 2019 a theoretical model was developed to investigate the usability elements that predict the continued use of a
cloud-based e-learning program. To analyze the intention to continue using the cloud e-learning program, five usability
factors—computer self-efficiency, enjoyment, perceived ease of use, perceived benefit, and user perception—were
discovered. The study concluded that while perceived ease of use, perceived benefit, and user perception were unimportant,
computer self-efficiency and enjoyment as intrinsic motivation substantially predicted the structure of constant use of a
cloud e-learning program (Lew et al, 2019). Also, the theory of technology acceptance is useful in explaining the behavior
of using information technology, which confirms that beliefs can influence situations, leading to intent to use, and finally,

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actual use behavior, which will help us in visualizing the causal relationship to understand the behavior of adopting
information technology, including the cloud e-learning (Hayashi et al, 2020). The web services used by the cloud
computing environment have also greatly influenced the design and delivery of e-learning resources. In the workflow
model offered by the university, fog cloud services can be used to represent educational software components, as
configuring and calling these services provides greater flexibility in designing and providing learning (Mikroyannidis,
2012).
Resources can be made available on demand flexibly and affordably through the use of cloud computing in educational
institutions. Similarly, by using cloud computing, we can address the issues of storage, computation, processing, and access
to highly sought-after resources for mobile learning (Sagenmüller 2016; Chandra and Borah 2012; Isaiah 2014; Abualoush
et al., 2022). The ability to distribute computing and storage resources as services has made cloud computing a desirable
technology for teaching and learning in educational institutions. The use of cloud computing in e-learning can result in an
improved learning process that shares the cloud's scalability, flexibility, accessibility, and sharing properties (Lew et
al.,2019), Cloud computing leads to the convergence of two major IT trends: IT efficiency and business agility for
organizations (Marston et al., 2011). In this study, we focus on studying the effect of cloud learning applications on
educational agility in Jordanian Universities Thus, the following hypothesis is proposed:
H1: Cloud learning applications have a positive impact on university education agility.
2.2 Cloud Learning Application & User Satisfaction
User satisfaction is one of the scales used to evaluate the success of electronic systems, especially learning applications.
The degree to which a user feels that a learning application meets his information needs is characterized as user
satisfaction, showing that these apps are maximizing their satisfaction (Montesdioca & Maçada, 2015). The success of a
country has frequently been gauged by user happiness. However, user pleasure has frequently been utilized in place of the
effectiveness and performance of electronic systems, particularly e-learning programs (Delone and Mclean, 1992), where
users must be self-efficient and influence information systems for an e-learning program in information technology (IT) to
be successful. These elements influence the degree of online learners' happiness and their desire to keep using the e-
learning system (Hayashi et al, 2020).
The use of information technology has been the foundation for numerous ideas about overall pleasure and satisfaction with
information technology in particular. These theories emphasize the interactions between the user, the task, and the
technology. Information technology and user happiness are both considered to be markers of how the user interacts with the
task and the technology, respectively (Wang et al., 2020; Parkes, 2013; Obeidat et al., 2022). The concept of equality
theory also includes the impression of unfairness and unhappiness in workplaces. When a person discovers that their ratio
of outcomes to inputs is unequal compared to their peers' ratio of outcomes to inputs, they begin to feel a sense of
unfairness or inequity. Equality theory is used in the field of electronic applications such as learning applications,
information sharing, software piracy, technology adoption, and user satisfaction with electronic applications and systems.
Information (Montesdioca & Macada, 2015; Hess & Hightower, 2002). The degree to which users believe the information
system satisfies their demands and the effectiveness of the interaction between the information system and its users are
measured by the user hypothesis (Ives, Olson, and Baroudi, 1983). Thus, the following hypothesis is proposed:
H2: Cloud learning application has a positive impact on user satisfaction.
2.3 User satisfaction & university education agility
Organizations are changing and reengineering their work, through the use of agile technologies. In addition, IT researchers
have indicated that by altering job characteristics, agile techniques may affect the motivation level, job satisfaction, and job
routine of members of the agile organization (Pedrycz et al., 2011). To strike a good balance between worker satisfaction,
welfare, and productivity on the one hand, and the efficacy and efficiency of work on the other, organizations in general
and educational institutions in particular, are looking for nimble methods. Researchers have used the socio-technical system
theory as this theory is used in the context of technology adoption in organizations in addition it focuses on the social
impacts of technology (Coenen & Lopez, 2010; Geels, 2004). Two subsystems make up this theory: The subsystem of
society: This approach comprises two areas of analysis: the first area relates to individuals and their behavior, attitudes, and
talents, while the second area relates to the organizational context and covers leadership, strategy, structure, policy, and
procedures for the organization (Bolton & Foxon, 2015).
Technical subsystem: It also includes two sides to analyze the work system. Technology operation, including the use of
equipment, software, and information systems, is the first aspect. The second consideration is the technical procedures
utilized to coordinate business operations within the organization (Chang & Lu, 2017). Socio-technical systems theory
introduces the methods of interaction among the various components of the work system, such as technology, the policy
and culture of the organization, and human aspects through the sharing of resources, knowledge, and information (Rindova,
& Antoaneta, 2007). Thus, the following hypothesis is proposed:
H3: User satisfaction has a positive impact on university education agility.

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2.4 User satisfaction, cloud learning applications, and university education agility
A wide range of factors (political, economic, social, and even health-related) have forced universities to be agile if they are
to respond quickly to this changing environment and changes, and higher education is currently facing great challenges
because of advanced technology that has altered how universities operate. To ensure that information services can be
nimble in response to these new changes, it is necessary to ensure that they do so in the practice of teaching, learning, and
research (Gunsberg et al, 2018).
To identify the variables that influence user behavior and pleasure, several academics in the field of e-learning systems
have suggested numerous theoretical models. Both the system's and the information's quality are important because of how
they affect people and an organization. As mobile e-learning is prone to technical issues, the system's quality refers to the
desired qualities of the electronic system and is necessary for its impact on user satisfaction and individual performance. As
a result, the system's quality is a fundamental prerequisite for user satisfaction, and the information the system provides is
measured by the quality of its content, which includes features like accuracy, relevance, and updating. These features are
crucial to user satisfaction and are essential to the success of e-learning in institutions like universities (Lee & Jeon, 2020;
Navimipour et al, 2015). The researcher also suggested that the use of technology can facilitate and enhance the agility of
universities. These agility techniques can be used to improve operations. These technologies can enable agility by
improving decision, and communication, and introducing electronic integration (Aburub, 2015, Seethamraju & Sundar,
2013). Thus, the following hypothesis is proposed:

H4: User satisfaction mediates the relationship between cloud learning applications and university education agility.

3 Methodologies
A quantitative methodology is used in this paper to determine how the study's variables are related to one another, where
data was collected from Jordanian private universities in the northern region, where data was collected from (270)
respondents according to Sekaran & Bougie (2015) table for sample size. including the teaching staff at the four
universities, where the electronic questionnaire was used to collect data, only 213 were returned resulting in valid for
analysis.

3.1 Research instruments

Cloud learning applications. Ten scale items were created by (Lew et al., 2019; Asadi et al., 2020; Kayali & Alaaraj, 2020;
Aljawarneh et al., 2022) were used to measure cloud learning applications. University education agility. A total of 10 scale
items were taken (Aljawarneh et al.,2021) were used to measure University education agility. User satisfaction. 8 scale
items in all were taken from (Lee et al., 2020; Aljawarneh et al.,2021). On a five-point Likert scale with (1) not at all agree
and (5) fully agree, participants were asked to express how much they were satisfied with the overall user experience.

3.2 Demographics information

This section presents results derived from a sample of 213, respondents, 75.4% were male and 24.6% female. The
respondents fell in the following age brackets: 27.3%, less than 39 years, 32.9%, between 40-49 years, 23.8 % between 50-
59 years, 16.1%, more than 60 years. In terms of Academic ranking, 15 % of the participants were Teachers, 20.9% of the
participants were professors, 38.0% of the participants were assistant professors and 26.1% of the participants were
Associate professors.

4 Data analysis and results

Using Smart PLS-4 software and structural equation modeling (SEM) approach, we were successful in estimating and
verifying the interactive relationship among the model variables. Based on the ambiguity of item scores, covariance-based
SEM (CB-SEM) is used. Ridingon et al. (2017). The goal of PLS-SEM, on the other hand, is to optimize the prediction of
endogenous components rather than the model fit. It operates on fixed latent scores (Hair et al., 2019). Small sample sizes,
second-order models that are extremely challenging and sophisticated, and data normality are all possible with PLS-SEM.
Table 2 shows the = loadings items of different scales and f2 in the model and shows the significance R2 of each variable
within the internal model. Figure 3 displays the significance levels for each scale item in the outer model as well as the
significance levels for the associations between the variables in the internal model. Table (1) show The Mean and standard
deviations (SD).

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Table 1 Mean & Stander division (SD).

Measures Mean SD
Cloud learning applications 3.26 .787
University Education Agility 3.80 .781
User Satisfaction 3.96 .815

The majority of the outside model loadings shown in table 2 were above the 0.7 cutoff, and their corresponding B-values
were crucial in table 4. along with the values for average variance extracted (AVE) >.50, composite reliability (CR) >.70,
and Cronbach's alpha (α) >.70, all of which are shown in Table 2. Additionally, Table 3 demonstrates that the Fornell-
Larcker requirement was met since each variable's AVE square is bigger than its inter-correlations.
Table 2 Reliability & convergent validity
Construct Name Item Weights α CR rho AVE R2
CLA1 0.732
Cloud learning applications CLA10 0.837
CLA2 0.800
CLA3 0.832
CLA4 0.821 0.948 0.942 0.936 0.683 -
CLA5 0.809
CLA6 0.876
CLA7 0.873
CLA8 0.847
CLA9 0.831
UA1 0.791
University Education Agility UA10 0.796
UA2 0.824
UA3 0.779
UA4 0.749
UA5 0.748 0.935 0.936 0.945 0.632 0.689
UA6 0.843
UA7 0.808
UA8 0.807
UA9 0.803
User Satisfaction US1 0.751
US2 0.767
US3 0.744
US4 0.728
US5 0.785 0.896 0.898 0.916 0.578 0.382

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US6 0.770
US7 0.753
US8 0.781

Table 3 Divergent validity based on the Fornell–Larcker approach.

Measures 2 3
1
Cloud learning applications 0.827
University Education Agility 0.674 0.795
User Satisfaction 0.618 0.760 0.798

The parts that came before this one established the validity and reliability of the models. Table 4 provides the estimation
coefficients for the structural model. The direct effect of cloud learning applications on the agility of university education
has been witnessed, and it is favorable and considerable (β = .292, ρ = .000), the direct impact of cloud learning
applications on user satisfaction is positive and significant (β = .618, ρ = .000), also the direct effect of user satisfaction on
university education agility positive and significant (β = -0.618, ρ = .000. The mediating impact of user satisfaction on the
association between cloud learning applications and university education agility was a significant (β = .382, ρ= .000). See
Table 4. Moreover. According to Table 2, the variation that the model's R2 is 689, which translates to 68.9% for university
education agility. Falk and Miller (1992) established a standard for R2 values and concluded that the least number that
ought to be advised is 0.10. In our investigation, the R2 indicated a significant influence.
Table 4 Direct and interactional effects
Relationships β T ρ
Cloud learning applications -> University Education 0.292 4.305 0.000
Agility
Cloud learning applications -> User Satisfaction 0.618 12.595 0.000
User Satisfaction -> University Learning Agility 0.618 8.647 0.000
Cloud learning applications -> User Satisfaction -> 0.382 8.256 0.000
University Education Agility
Note: β, beta value; ρ, ρ-value; T, T-value

5 Conclusions
The goals of the study were to identify the effects of cloud learning applications on university education agility by the
mediating effect of user satisfaction. cloud learning applications can be introducing electronic integration and provide
digital options to enhance the flexibility of universities. Also, it can produce an enhanced learning process that shares the
characteristics of the cloud in scalability, flexibility, accessibility, and sharing. On the other hand, the findings indicated
that the agility of university education is significantly improved by cloud learning apps. This shows that the more
universities focus on cloud learning applications, the more they can achieve university education agility. This result is in
line with the previous studies (Alharthi et al., 2015;
Mathew, 2012; Mircea and Andreescu,2011). The findings of past research such as Tashkandi and Al-Jabri,2015; Liu et al.,
2015 show that the agility of university education is improved by cloud learning technologies. There was a noticeable
impact of cloud learning applications on user satisfaction. Another significant effect was observed regarding the impact of
user satisfaction on university education agility. In terms of user satisfaction, there was a significant effect related to user
satisfaction on the association between cloud learning applications and university education agility.

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6 Implications
The role of higher education institutions is particularly important to adapt to technology development, especially with the
new requirements for the internet era. this research clarifies the role of cloud learning applications in accessing educational
resources anytime and anywhere for enhancing user satisfaction by tailoring the educational content and pace to the
specific needs and preferences of each learner, also online education platforms will contribute significantly to developing
education and overcoming many of the obstacles that face the education. Moreover, this study researcher tray to illustrate
the role of cloud learning applications on university education agility it can help students develop valuable digital skills,
which are increasingly essential in today's interconnected world. Also, that leads to improved efficiency, competitiveness,
and streamlined administrative processes. Universities with an agile stance prioritize a student-centered approach, offering
personalized learning paths, flexible scheduling, and comprehensive support services that boost student satisfaction and
retention.
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