Replication Data for: System and Learner Determinants of Learning Effectiveness in Smart Open and Distance Education: An Empirical PLS-SEM Study from India

The expansion of open and distance learning (ODL) has transformed higher education, yet disparities persist in learner outcomes across digital platforms. This study investigates how system-level and learner-level determinants shape learning effectiveness in a smart ODL environment. Drawing upon the DeLone and McLean Information System Success Model and Bandura’s Self-Efficacy Theory, a cross-sectional survey of 1,137 ODL learners was conducted using structured questionnaire. Structural Equation Modeling (SEM) using SmartPLS 4 tested the effects of system quality, information quality, service quality, and self-efficacy on learning effectiveness. Results revealed that system quality, information quality, and self-efficacy significantly and positively influenced learning effectiveness, whereas service quality showed no direct effect. These findings indicate that platform usability, reliable system performance, and learner confidence are more critical than institutional service support in achieving educational success. The study advances theory by integrating information-system and psychological perspectives to explain online learning outcomes in resource-constrained contexts.开放与远程教育（Open and Distance Learning, ODL）的扩张重塑了高等教育的发展格局，但不同数字平台间的学习者学习成果仍存在显著差距。本研究聚焦智能ODL环境，探究系统层面与学习者层面的决定因素对学习成效的影响机制。本研究依托德隆-麦克林信息系统成功模型（DeLone and McLean Information System Success Model）与班杜拉自我效能感理论（Bandura’s Self-Efficacy Theory），采用结构化问卷对1137名ODL学习者开展横断面调查。通过SmartPLS 4进行结构方程模型（Structural Equation Modeling, SEM）分析，本研究检验了系统质量、信息质量、服务质量及自我效能感对学习成效的作用效果。研究结果显示，系统质量、信息质量与自我效能感对学习成效具有显著正向影响，而服务质量未表现出直接影响效应。上述研究结论表明，在达成教育教学目标的过程中，平台易用性、可靠的系统运行性能与学习者信心，较院校服务支持更为关键。本研究通过整合信息系统与心理学视角，阐释了资源受限场景下的在线学习成果，从而推动了相关领域的理论发展。