Persistence of Web 2.0 Adoption for Sharing Learning Resources in Tanzania Higher Learning Institutions: A Moderating Effect of Self-Efficacy

Web 2.0 has been widely adopted to share learning resources among higher learning institutions (HLIs) learners. However, its persistence utilisation has been less researched in Tanzania. Addressing this gap, the study examines the intention to continue using Web 2.0 to share learning resources in higher learning institutions in Tanzania. The paper used the Expectation Confirmation Model for IS (ECM-IS) and Social Cognitive Theory (SCT) integrated with a knowledge-sharing attitude to develop a research framework for this study. The snowball sampling technique was employed to collect 210 valid responses from users of Web 2.0 in Tanzania's higher learning institutions. Structural Equation Modelling (SEM) was adopted for data analysis using Smart PLS. The results show that community identification, satisfaction, trust, collaboration norms, self-efficacy, confirmation, knowledge sharing, and perceived usefulness significantly affect the intention to continue using Web 2.0. However, contrary to IS literature, the study found that self-efficacy does not moderate the relationship between predictors and continuance usage intention. The study offers valuable implications and future directions in light of these findings.