An Integrative Model To Predict The Continuance Use Of Electronic Learning Systems: Hints For Teaching

There is an increased expectation about the useful ness of electronic learning (e-learning) to complement or substitute traditional face-to-face learning. However, the growth rate of the e-learning market has not properly reflected the high expectation. Researchers began to direct their attention to the assessment of e-learning effectiveness in order to solve the issue. However, little has been known about why some users stop adopting e-learning after their initial experience. Our work focuses on investigating the continuance usage problems in the field of information technology. A theoretical framework is proposed to address the continuance issue. This integrative framework makes three major contributions. First, it integrates the frameworks of computer self-efficacy (CSE) and the expectation-confirmation model (ECM). Second, it theorizes the causal relationship between the factors of perceived usefulness, confirmation, satisfaction , and information system (IS) continuance in the e-learning context. Finally, it explains users ' online learning behaviors through a field survey. The results indicate that, in the context of learning conceptual k nowledge in undergraduate education, there are significant relationships among the CSE of online learners, their perceived usefulness, confirmation, and satisfaction levels.