Abstract
The rapid full utilization of e-learning system during the coronavirus disease 2019 pandemic rises multiple challenges to practitioners and instructors - e.g., how to attain students' needs and to increase their engagement with the system. Therefore, this study aims to examine the factors that influence students' actual usage of e-learning system during the pandemic from three different dimensions (i.e., usability, interaction, and quality) and also to explore the interaction effects of instructor support on the three main dimensions identified above. This study adopted a quantitative research method and collected the survey data from 160 undergraduate students enrolled in two courses at King Abdulaziz University in Saudi Arabia, reflecting their individual experience with the system usage. Regression analysis and model assessment were tested using SmartPLS with the partial least square-structural equation modeling. The findings confirm the positive effects of the three dimensions on the e-learning usage in both models (direct effects and interaction effects). The quality dimension stands as the most significant driving force among the three dimensions. Furthermore, the findings show that instructor support positively moderates the relationship between the quality dimension and students' usage of e-learning, while it has insignificant negative interaction effects on both usability and interaction dimension. This research sheds light on relevant factors within different dimensions for effective use of e-learning system, also offers new insights to academicians and practitioners to further provide more appropriate mechanisms likely to drive students' usage of e-learning. The theoretical and practical implications are also drawn.