Though e-learning is being adopted at an accelerating rate in universities, extant research suggests that the dropout rate in the e-learning context is substantially high. Yet, some researchers argue that our knowledge of the reasons for why some users discontinue online learning after their initial usage is limited. Thus, a research model (based on TAM) was developed with direct, indirect, and moderating hypotheses to investigate factors affecting intention to continue use the e-learning system. The results indicated a significant direct effect of perceived usefulness and perceived ease of use on students' satisfaction with the e-learning, which in its turn significantly affects intention to continue using the e-learning system. Moreover, the study found a direct and mediating effect (through confirmation) of subjective norms on perceived usefulness. Lastly, the results of the study revealed a direct effect of self-efficacy on perceived ease of use, the study also showed that this relationship was moderated by two constructs: technical support and resilience. Discussion of the results, recommendations, limitations of the study and directions for future research are provided.
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Aleassa et al. (2022) studied this question.