Abstract
Performance expectancy is the expected impact of a technology's functional advantage even in uncertain conditions. This study suggests that the learning collaboration quality, information quality, and course content support impact the actual use of e-learning and satisfaction perceived by the user, resulting in performance expectancy that meets stakeholder expectations. This study outlines the theoretical model for defining student success in e-learning systems through a theory of online collaborative learning. The research examines the empirical data gathered from 109 postgraduate doctoral students' participated in the postgraduate universities in Indonesia. The research attempts to focus specifically on how the actual use of e-learning and satisfaction perceived by users mediates the influence of learning collaboration quality, information quality, and course content support on performance expectancy to enhance the sustainability and performance of e-learning in Indonesian universities. The study shows that the learning collaboration quality, information quality, and course content support have no impact on performance expectancy, while each of the constructs indirectly impacts the performance expectancy through the actual use of e-learning. Conversely, the learning collaboration quality and course content support have not indirectly influenced toward performance expectancy by satisfaction perceived by the user as mediator except the information quality.