An integrated theoretical investigation of healthcare students’ perceived compatibility using online learning systems on their learning performance

Online learning systems (OLSs) have been widely implemented in higher education settings to facilitate teaching and learning effectiveness. Prior studies have investigated the key success factors of OLSs, and the OLS adoption rate remains one of the essential issues. This study developed a comprehensive theoretical model to understand students’ OLS adoption. From an integrated perspective of individuals, environment/technology, and behavior, this study also examined the constructs of compatibility, personal innovativeness, convenience, perceived usefulness, continued intention, and healthcare students’ learning performance in OLS use contexts. We found that personal innovativeness, convenience, and perceived usefulness were the key determinants of students’ learning performance and adoption of OLSs. Additionally, perceived usefulness was the critical mediator between the influences of personal and environmental factors and students’ learning performance.