TY - JOUR
T1 - Antecedences to continued intentions of adopting e-learning system in blended learning instruction
T2 - A contingency framework based on models of information system success and task-technology fit
AU - Lin, Wen Shan
AU - Wang, Chun Hsien
N1 - Funding Information:
The authors would like to thank the comments received from reviewers. This paper is supported by the Foundation of Taiwan Industrial Technology Research & Development and the National Science Council in Taiwan, R.O.C. ( NSC 98-2410-H-415-002- )
PY - 2012/1
Y1 - 2012/1
N2 - The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at investigating the critical features the e-learning system can provide in assisting learning. Both quantitative (survey) and qualitative (focus group interview) methods are applied in this paper. Results reveal that the information quality and task-technology fit influence the confirmation of system acceptance. Perceived usefulness and system satisfaction have major impacts on continuance intentions. Notions from contingency theory are used to interpret these findings.
AB - The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at investigating the critical features the e-learning system can provide in assisting learning. Both quantitative (survey) and qualitative (focus group interview) methods are applied in this paper. Results reveal that the information quality and task-technology fit influence the confirmation of system acceptance. Perceived usefulness and system satisfaction have major impacts on continuance intentions. Notions from contingency theory are used to interpret these findings.
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U2 - 10.1016/j.compedu.2011.07.008
DO - 10.1016/j.compedu.2011.07.008
M3 - Article
AN - SCOPUS:80052548928
SN - 0360-1315
VL - 58
SP - 88
EP - 99
JO - Computers and Education
JF - Computers and Education
IS - 1
ER -