What are the key drivers to promote continuance intention of undergraduates in online learning? A multi-perspective framework

Abstract

Introduction/AimThe purpose of this study is to investigate the key predictors of online learning system continuance intention using expectation-confirmation theory and information system success model as the theoretical framework.MethodsA total of 537 respondents participated in the questionnaire to measure their self-reported responses to eight constructs (perceived usefulness, interaction, confirmation, satisfaction, continuance intention, information quality, system quality, service quality). Convenience sampling was used to obtain participants in this study. Partial least square structural equation model is used for data analysis.ResultsThe results showed that all the hypotheses were validated except that there was no significant positive relationship between online learning interaction and student satisfaction. Meanwhile, the variance of the continuance intention of the online learning system reached 74.0%, falling within the moderate to substantial. In addition, the multi-group analysis of perceived usefulness, satisfaction and continuance intention showed that there was no significant gender difference in the above two relationships.DiscussionFinally, this study also puts forward the theoretical and practical implications of college students’ continuance intention of online learning system.

Analyzing Core Competencies and Correlation Paths of Emerging Engineering Talent in the Construction Industry—An Integrated ISM–MICMAC Approach

“…Zhou (2016) [51] proposed a hypothesis of "students' core competencies" based on the analysis of the similarities between Tao Xingzhi's Three-competency theory and Basic-skill theory and the concept of core competencies and expanded the framework of core competencies into 14 qualities, such as social responsibility, information literacy, and the ability to possess and pursue happiness. Starting from the specific background of the new trends in scientific and technological developments in the 21st century, Zhang and Zhang (2017) [52] discussed the requirements for talent training under new circumstances and emphasized the four qualities of "critical thinking, learning ability, knowledge migration and construction ability, and global competency". Yan et al (2018) [53] combined epistemology with psychology and pedagogy to narrate the vertical and horizontal generation logic of the system of classification on educational objective, which was related to core competencies.…”

“…Zhang [52] ---Critical thinking; learning ability; knowledge migration and construction ability; global competency.…”