Microservices architecture has gained significant traction, in part owing to its potential to deliver scalable, robust, agile, and failure-resilient software products. Consequently, many companies that use large and complex software systems are actively looking for automated solutions to decompose their monolith applications into microservices. This paper rigorously examines 35 research papers selected from well-known databases using a Systematic Literature Review (SLR) protocol and snowballing method, extracting data to answer the research questions, and presents the following four contributions. First, the Monolith to Microservices Decomposition Framework (M2MDF) which identifies the major phases and key elements of decomposition. Second, a detailed analysis of existing decomposition approaches, tools and methods. Third, we identify the metrics and datasets used to evaluate and validate monolith to microservice decomposition processes. Fourth, we propose areas for future research. Overall, the findings suggest that monolith decomposition into microservices remains at an early stage and there is an absence of methods for combining static, dynamic, and evolutionary data. Insufficient tool support is also in evidence. Furthermore, standardised metrics, datasets, and baselines have yet to be established. These findings can assist practitioners seeking to understand the various dimensions of monolith decomposition and the community's current capabilities in that endeavour. The findings are also of value to researchers looking to identify areas to further extend research in the monolith decomposition space.

With widespread adoption of computer-based distance education as a mission-critical component of the institution's educational program, the need for evaluation has emerged. In this research, we aim to expand on the systems approach by offering a model for evaluation based on socio-technical systems theory addressing a stated need in the literature for comprehensive models for evaluating e-learning environments (Holsapple, C.W. and Lee-Post, A., Citation2006. Defining, assessing, and promoting e-learning success: an information systems perspective. Decision Sciences Journal of Innovative Education, 4(1), 67–85). The proposed systems model evaluates distance learning success from the instructor's perspective. It defines and develops measures for course quality, system quality and corresponding impacts. The model is tested based on the data collected from 548 instructors of seven universities in the Midwest region of the USA. The results suggest that the proposed multi-dimensional system flexibility scale is reliable. The course quality significantly affects both system flexibility and faculty perceived impacts of distance education. The system flexibility also significantly affects both course quality and faculty perceived impacts.