This paper explores the moderating role of perceived compatibility on the relationship between e-learning system use and its outcomes. We conceptualize e-learning outcomes using academic performance, perceived learning assistance, and perceived community building assistance. We further hypothesize that perceived compatibility moderates the relationships between e-learning system use and these outcome variables. The model was tested by collecting data from university students (n = 179) participating in hybrid courses using a popular learning management system, Moodle.

The findings suggest that perceived compatibility moderates the relationship between e-learning system use and academic performance. However, it did not moderate the other two relationships, i.e. (1) the relationship between e-learning system use and perceived learning assistance, and (2) the relationship between e-learning system use and perceived community building assistance.