Understanding Higher Education Students Continuance Intention Towards e-Learning

Abstract

The purpose of this research is to determine what factors influence higher education students' decisions to continue with e-learning. The Expectation Confirmation Theory of Information Systems Continuance (ECT-IS) is employed as a theoretical framework with self-efficacy. Using online surveys, this study was able to collect 151 responses, which were then analyzed in SMART PLS using Structural Equation Modelling (SEM). The outcomes of this study shed insight on the elements that influence students' propensity to engage in more e-Learning. First, it is discovered that students' intentions to continue are positively influenced by perceived usefulness and enjoyment. Second, both perceived usefulness and satisfaction are influenced by student confirmation. Finally, self-efficacy is observed to influence student confirmation. The proposed research model could contribute to existing technology adoption studies by extending ECT-IS. Overall, the proposed research model can explain 52% of the factors that influence students' decision to continue with e-Learning. Despite its flaws, the proposed research strategy has academic and managerial ramifications.