# Exploring the Determinants of Service Quality of Cloud E-Learning System for Active System Usage
###### Abstract
Various evaluation techniques, web tools or user expectation appraisal models are also available to check the quality of web-based services such as online selling and purchasing and delivery of different items, as well as web-based communication [17]. All attentive service providers give importance to service quality and listen gently to their users' feedback so that they can achieve more satisfaction and loyalty from them by enhancing the quality of their services as per the wish of their users [18]. Different studies have focused on the E-Learning service quality factors, for example, [PERSON] et al. (2018) [19] focused on issues of E-Learning quality (ELQ) of service in higher education environments. They proposed an extended SERVQUAL model, the ELQ model, which in addition to crucial service constructs, facilitates consideration of both information and system quality factors. Their proposed model comprises of three dimensions; (1) the Service dimension, consisting of five independent variables; \"Responsiveness,\" \"Reliability,\" \"Tangibility,\" \"Assurance and \"Empathy,\" (2) the Information dimension, comprising of \"Learning Content\" and (3) the System dimension, comprising of \"Course Website.\" They propose that in addition to \"service,\" consideration of \"information\" and \"system\" quality are vital to achieving the overall perception of quality for E-Learning systems. [PERSON] et al. (2017) [20] critically analyzed the Technology Acceptance Model (TAM), the Information System Success Model (IS Model) and the User eLearning Satisfaction Model. The study evaluated user acceptance and satisfaction for E-Learning, service quality, information quality, user participation, and benefit. [PERSON] et al. (2017) [21] conducted an exploratory study with the aims to examine the attitudes of usage of E-Learning for corporate training. The study critically examined the IS success model of [PERSON] and [PERSON] [22], the E-Learning system success model (ELSS) of [PERSON], [PERSON] and [PERSON] (2007) [23], the Technology Acceptance Model (TAM) of [PERSON] (2000) [24] and the extended TAM model of [PERSON], [PERSON] and [PERSON] (2013) [25]. The study constructed its model by highlighting the advantages and disadvantages of E-Learning from a literature search. The factors that may have a substantial effect on the service quality of Cloud E-Learning were investigated in this regard. A modified model is prepared by incorporating factors from SERVQUAL and technology acceptance theories such as [PERSON] [PERSON], TAM and UTAUT. The objectives of the present research are as follows:  
* To check the impact of reliability on actual system usage. * To assess the influence of information quality on actual system usage. * To identify the consequence of social influence on actual system usage. * To inspect the effect of perceived ease of use on actual system usage. Thus, the present research aims to study the service quality factors that affect students' acceptance of the Cloud E-Learning system at the Saudi Arabian university. Four research hypotheses encompassing the multifold objectives are formulated and tested using a questionnaire survey. This proposed model is tested empirically through survey data gathered from 474 students at the Saudi Arabian universities. The present research study has been organized as follows: Section 2 discusses E-Learning service quality and the technology acceptance theories to propose a research model. It also articulates the hypothesis backed by rigorous literature review classified in different subsections. Section 3 discusses the adopted research methodology. In Section 4, the collected survey data is analyzed, and relevant findings are discussed, along with subsequent results. Discussion and recommendations are provided in Sections 5 and 6, respectively. The last section provides the conclusion of the present study.