An empirical analysis of the antecedents of web-based learning continuance

Chiu, Chao‐Min; Sun, Szu‐Yuan; Sun, Pei‐Chen; Ju, Teresa L.

doi:10.1016/j.compedu.2006.01.010

Cited by 117 publications

(78 citation statements)

References 59 publications

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“…In view of this, Bhattacherjee (2001) built a TAM integrated model to explain that users' intentions to continue using a particular technology are driven by their satisfaction with prior usage. Many other studies on information technology and information systems have also found empirical support for this causal relationship, and have demonstrated that customers with higher levels of satisfaction with a service or product will have higher subsequent use (Chiu, Sun, Sun, & Ju, 2007;Hsu et al, 2006;Roca, Chiu, & Martinez, 2006). Thus, building upon this line of argument, the satisfaction of e-learners in corporations was also added to our extended model in the study as an outcome variable as well as the mediator for attitudinal variables in the intention of continuous usage.…”

Section: Introductionmentioning

confidence: 81%

Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage

Weng

Tsai

Weng³

2015

AJET

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<p>Drawing from the social influence theory and acknowledging that the others’ support within the work context affects employees’ learning, values, and behaviours, an alternative framework was proposed to explain employees’ learning satisfaction and future intention to participate in e-training programs in the current study. 578 survey data collected from employees of various corporations in Taiwan provide empirical support for our extended model. The results suggest that social support from peers and supervisors, a usually neglected factor, has significant effect on trainees’ learning satisfaction, while family support, an often neglected antecedent of e-learning choice, was surprisingly found to affect trainees’ continuous intentions to participate. Finally, the paper concludes with the importance of employees’ perceptions of social support in terms of organisational training. The impact of human resource management policies is also discussed.</p>

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Section: Introductionmentioning

confidence: 81%

Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage

Weng

Tsai

Weng³

2015

AJET

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“…Nevertheless, the results of the present study did not find any significant effect that an EFL learner's intrinsic and extrinsic motivation of learning English leads to PU of a CALL program. A possible reason might be that in Asian countries, EFL teaching and learning are mainly for examination, and whether CALL can help to achieve higher scores matters to learners [15], [54]; however, the CALL in this study was not specifically for examination preparation. If they perceived that the CALL program could not help them to get a good score, their extrinsic motivation would naturally have been lowered.…”

Section: B the Structural Modelmentioning

confidence: 86%

“…When considering the ease of use of CALL, its usefulness also needs to be prioritized. Successful design and implementation of e-learning depends greatly upon learners' satisfaction with the system [45], [54], [55], and the results of descriptive statistics reported that the mean score of participants' satisfaction toward CALL was the highest (6.07 out of 7). The structural analysis also confirmed that EFL learners' attitude toward CALL significantly led to their satisfaction, as previous studies have pointed out.…”

Section: B the Structural Modelmentioning

confidence: 99%

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Hsu¹

2017

IJIET

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Abstract-This study reports on an empirical analysis of the relationship between EFL learners' motivation variables and other variables of their uptake of computer-assisted language learning (CALL) with the application of the Technology Acceptance Model (TAM). Data were collected from 533 high school students in southern Taiwan through a questionnaire survey, and were analyzed through descriptive statistics and structural equation modeling (SEM). The results of the descriptive statistics revealed that participants were highly satisfied with the use of CALL. According to the SEM results, five of the eight proposed research hypotheses were supported: extrinsic and intrinsic motivation were both found to significantly affect perceived ease of use; however, the effect of extrinsic motivation was negative. In contrast, neither of these two motivation variables were significant to perceived usefulness. Perceived ease of use had a significant influence on perceived usefulness. Regarding how perceived ease of use and perceived usefulness affected the participants' attitude toward CALL, perceived usefulness was significant, while perceived ease of use was not. The participants' attitude was further discovered to significantly affect their satisfaction with CALL. The SEM analysis also revealed that some indirect effects might exist in the proposed model. The Sobel Test confirmed the roles that perceived ease of use and perceived usefulness played as mediators in the model.

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“…The antecedent model of web-based learning continuance (Chiu, Sun, Sun, & Ju, 2007) consists of four components of subjective task value (attainment, utility, intrinsic, and cost) and three dimensions of fairness (distributive, procedural, and interactional) that affect learners' satisfaction. They argued that satisfaction and four distinct components of subjective task value influence learners' intention to continue using Web-based learning.…”

Section: Online Learning Continuance Intentionmentioning

confidence: 99%

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Brahmasrene

Lee

2012

IJIKM

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This paper examines the determinants of intent to continue using online learning. The success of online learning programs depends not only on students' satisfaction but also their intent to continue using it. Unlike the recent research under this topic, its antecedent model consists of the following three components that affect learners' intent to continue using online learning: perceived social ability, online learning readiness, and perceived usefulness. Eight hundred and seventy-two samples collected from students in online business classes from two universities in the United States and South Korea were analyzed using factor analysis, structural equation model techniques, and independent sample t-statistics. Perceived social ability, online learning readiness, and perceived usefulness are significant predictors of intent to continue using online learning in both groups. However, there is a significant difference between these groups in terms of online learning readiness and perceived usefulness of online learning systems.

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An empirical analysis of the antecedents of web-based learning continuance

Cited by 117 publications

References 59 publications

Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage

Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage

EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

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