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What leads people to keep on e-learning? An empirical analysis of users’ experiences and their effects on continuance intention

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User retention is a major goal for higher education institutions running their teaching and
learning programmes online. This is the first investigation into how the senses of presence
and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate the user’s intention to continue e-learning. The authors (Inma Rodriguez-Ardura and Antoni Meseguer-Artola) use data collected from a large sample survey of current users in a pure e-learning environment along with objective data about their performance. The presentation offers practical suggestions for institutions and instructors who aim to provide effective e-learning experiences.

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What leads people to keep on e-learning? An empirical analysis of users’ experiences and their effects on continuance intention

  1. 1. This article was downloaded by: [Kaiser Permanente] On: 10 December 2014, At: 16:25 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Interactive Learning Environments Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/nile20 What leads people to keep on e- learning?An empirical analysis of users' experiences and their effects on continuance intention Inma Rodríguez-Ardura a & Antoni Meseguer-Artola a a Internet Interdisciplinary Institute, Open University of Catalonia (Universitat Oberta de Catalunya), Av. Tibidabo 39-43, 08035 Barcelona, Spain Published online: 12 Jun 2014. To cite this article: Inma Rodríguez-Ardura & Antoni Meseguer-Artola (2014): What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention, Interactive Learning Environments, DOI: 10.1080/10494820.2014.926275 To link to this article: http://dx.doi.org/10.1080/10494820.2014.926275 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Versions of published Taylor & Francis and Routledge Open articles and Taylor & Francis and Routledge Open Select articles posted to institutional or subject repositories or any other third-party website are without warranty from Taylor & Francis of any kind, either expressed or implied, including, but not limited to, warranties of merchantability, fitness for a particular purpose, or non-infringement. Any opinions and views expressed in this article are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms- and-conditions
  2. 2. Contin- uance intention Academic perfor- mance
  3. 3. Perceive d ease of use Perceived usefulness Attitude towards use Contin- uance intention Academic perfor- mance Original TAM paths
  4. 4. Perceive d ease of use Perceived usefulness Attitude towards use Contin- uance intention Resource quality Instructor attitude Academic perfor- mance Original TAM paths Extended TAM paths
  5. 5. Flow Perceive d ease of use Perceived usefulness Attitude towards use Contin- uance intention Resource quality Instructor attitude Academic perfor- mance Original TAM paths Extended TAM paths
  6. 6. Flow Perceive d ease of use Perceived usefulness Attitude towards use Contin- uance intention Resource quality Instructor attitude Academic perfor- mance Original TAM paths Extended TAM paths Paths from Flow Theory
  7. 7. Flow Presence Perceive d ease of use Perceived usefulness Attitude towards use Contin- uance intention Resource quality Instructor attitude Academic perfor- mance Original TAM paths Extended TAM paths Paths from Flow Theory Paths from presence research
  8. 8. Data collection • sample frame: online university students who had completed a term • web-based survey & registrar’s office data • 2,530 valid questionnaires
  9. 9. Measurement • well validated (+adapted) scales
  10. 10. Results • Measurement model ✔ • Structural model ✔
  11. 11. Findings • Online education’s elements in engrossing e-learners • Instructors who elicit flow • Presence as a direct source of value

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