# The Extended Information Systems Success Measurement Model: e-Learning Perspective
## 4 Methods and Materials
### Sample and Data Collection  
The sample used in this research was non-probabilistic, and individuals were selected using expert sampling as a type of purposive sampling technique. The sample consisted of the teaching staff from two European universities: the University of Novi Sad, Faculty of Technical Sciences in Serbia, and the Polytechnic Institute of Castelo Branco, the School of Technology in Portugal. Due to COVID-19, which has accelerated the shift to fully online learning environments, the teaching staff of both universities faced a change that implied a complete transition from classic classroom studies to distance learning through e-learning ISs, forcing them to embrace technology. For conducting face validity, the final version of the questionnaire was tested. A pilot survey with 19 respondents was initially performed. After completing the pilot study, certain questionnaire items were corrected to clarify them in the final survey. Respondents' subjective perceptions of using the IS in the teaching process were assessed by distributing the questionnaire electronically through the online data collection tool SurveyMonkey. Invitations to participate in the research were sent electronically according to the researchers' recommendations [124] and in a pre-defined \begin{table}
\begin{tabular}{c c c} \hline \hline
**Factor** & **Manifest Variable** & **Sources** \\ \hline \multirow{6}{*}{Performance expectancy (PE)} & Usage in the working process & [2,121] \\  & Faster obligation fulfillment & [2,121] \\  & Increase in work productivity & [2,121] \\  & Easier working & [2] \\  & Better learning performance & [2] \\ \hline \multirow{6}{*}{Effort expectancy (EE)} & System usage: clear and understandable & [2,121] \\  & Fast system understanding & [2,121] \\  & Simplicity of using & [2,121] \\  & Learning to handle the system easily & [2,121] \\  & System responsiveness & [2] \\ \hline \multirow{6}{*}{Social influence (SI)} & Colleague influence & [2,121] \\  & Team co-worker influence & [2,121] \\  & Colleagues’ willingness to help influence & [2,121] \\  & Institution influence & [2,121] \\  & The feeling of belonging & [2] \\ \hline \multirow{6}{*}{Facilitating conditions (FC)} & Owning resources & [2] \\  & Owning competence & [2] \\  & Compatibility with other systems & [2] \\  & Fitting into the way of working & [2] \\  & User manual instructions & [2] \\ \hline \multirow{6}{*}{Behavioral intention (BI)} & Intention to use the system in the future & [2,121] \\  & Prediction of future usage & [2,121] \\  & Planning to use the system in the future & [2,121] \\ \hline Use behavior (UB) & System functionalities * & [122] \\ \hline \multirow{6}{*}{Proactivity (P)} & Seek work improvement opportunities & [107,120,123] \\  & Seek effective ways to work & [107,119,120,123] \\  & Leaving it to chance; not reacting & [105,107] \\  & Adherence to work rules and procedures & [105,107] \\  & Finding additional resources at work & [119,120,123] \\ \hline \multirow{6}{*}{Adaptability (A)} & Adaptive to team changes & [119,120,123] \\  & Critical feedback acceptance & [105,107] \\  & Adaptive to the new situation & [107,120,123] \\ \cline{1-1}  & New equipment use & [119,123] \\ \cline{1-1}  & Keeping up to date & [119,123] \\ \cline{1-1}  & Adaptive to tasks switching & [119,123] \\ \hline \multirow{6}{*}{Resilience (R)} & Efficiency in stressful situations & [107,119,120,123] \\ \cline{1-1}  & Working under pressure & [107,119,120,123] \\ \cline{1-1}  & Reaction to problems & [107] \\ \cline{1-1}  & Taking action & [119,123] \\ \hline \hline \end{tabular}  
* Use behavior factor corresponds to specific functionalities of the observed IS, so the number of manifest variables that build it varies.  
\end{table} 
Table 2: Nine factors with associated manifest variables. order. Participation invitations in the study and a link to the electronic questionnaire were sent to the teaching staff. Filling out the questionnaire and participating in the research were voluntary.