Learning Management Systems (LMSs) have a strong effect on the teaching-learning process in higher education. However, specific research on the factors that affect students´ satisfaction and their perceptions of learning outcomes derived from Moodle use is still scarce. Therefore, this study uses the theoretical underpinnings of the Technology Acceptance Model and the Information Systems Success model to contribute to the existing literature in two respects, focusing on the Moodle usage context. First, it analyses the relative impact of pre-acceptance and other e-learning quality-related variables as predictors of students´ satisfaction. Second, it investigates whether communicativeness and students' satisfaction are both determining factors of students´ perceived learning outcomes. The proposed relationships were tested with a partial least squares (PLS) regression technique, using survey data from 151 undergraduate business students at University of Cantabria (Spain). The findings reveal that information quality is the most relevant predictor of students´ satisfaction, while satisfaction is the most relevant determining factor of perceived learning outcomes. Moreover, the effect of communicativeness on perceived learning outcomes could be very dependent on the educational context, e.g. blended versus virtual learning. These findings can help instructors to implement Moodle efficiently, and suggest the need to develop friendly courses with up-to-date and structured learning materials. [ABSTRACT FROM AUTHOR]
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