Fostering Continuous Intention to Use E-learning Platforms among Students of Open Online Flexible Distance Learning Higher Education Institutions

This study investigates the determinants influencing students' continuous intention to use e-learning platforms in open online flexible higher education institutions. The aim is to examine the roles of effort expectancy, facilitating conditions, and performance expectancy in shaping students' engagement with e-learning platforms and the mediating effects of e-satisfaction and learning self-efficacy. A sample of 377 students from open online flexible higher education institutions participated in the study. The methodology followed the guidelines for structural equation modeling (SEM) analysis. Data were collected using a Likert scale questionnaire and analyzed using Partial Least Squares (PLS) method. Smartpls4 was utilized to analyze the data. The findings reveal that effort expectancy, facilitating conditions, and performance expectancy significantly influence students' continuous intention to use e-learning platforms. Additionally, e-satisfaction and learning self-efficacy mediate the relationships between these determinants and continuous intention to use. Specifically, user-friendly interfaces, comprehensive support services, and the perceived usefulness of e-learning platforms contribute to students' intention to engage with the platform continuously. The study also highlights the relevance of theoretical frameworks such as the Unified Theory of Acceptance and Use of Technology (UTAUT) in understanding technology adoption and usage behavior in higher education. The study's implications suggest that institutions should focus on enhancing usability, providing support services, and demonstrating the practical benefits of e-learning platforms to foster students' engagement and satisfaction. These findings offer practical guidance for institutions seeking to optimize their online learning environments and improve students' learning experiences in open online flexible higher education settings.