Liu, Y., Duan, Y., Fu, Z. and Alford, P., 2012. An empirical study on behavioural intention to reuse e-learning systems in rural China. British Journal of Educational Technology, 43 (6), pp. 933-948.
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The learner’s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioural intention to reuse those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners’ experience and perceptions and their behavioural intention to reuse, because it is argued that system reuse is an important indicator of the system’s success. Therefore, a better understanding of the multiple factors affecting the e-learner’s intention to reuse could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to reuse e-learning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use and self-efficacy had direct effects on users’ behavioural intention to reuse. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use that positively influenced perceived usefulness.
|Subjects:||Technology > Business, Management and Marketing|
Social Sciences > Education
|Group:||School of Tourism > International Centre for Tourism and Hospitality Research|
|Deposited By:||Dr Philip Alford|
|Deposited On:||22 Feb 2012 11:15|
|Last Modified:||10 Jul 2013 16:52|
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