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Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model
ARTICLE

Computers & Education Volume 54, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Although e-learning has been prompted to various education levels, the intention to continue using such systems is still very low, and the acceptance-discontinuance anomaly phenomenon (i.e., users discontinue using e-learning after initially accepting it) is a common occurrence. This paper synthesizes the expectation–confirmation model (ECM), the technology acceptance model (TAM), the theory of planned behavior (TPB), and the flow theory to hypothesize a theoretical model to explain and predict the users’ intentions to continue using e-learning. The hypothesized model is validated empirically using a sample collected from 363 learners of a Web-based learning program designed for continuing education. The results demonstrate that satisfaction has the most significant effect on users’ continuance intention, followed by perceived usefulness, attitude, concentration, subjective norm, and perceived behavior control as significant but weaker predictors. The implications of these findings for e-learning practitioners are discussed at the end of this work.

Citation

Lee, M.C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model. Computers & Education, 54(2), 506-516. Elsevier Ltd. Retrieved September 21, 2019 from .

This record was imported from Computers & Education on April 19, 2013. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ866187

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