Abstract
Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. This study attempted to extend the existing literature by examining the influence of online students’ perceived sense of connectedness, performance proficiency, and satisfaction on their intentions to continue an online learning course. A quantitative survey approach was adopted to test our hypothesized structural model. Three hundred and sixty-nine students who had taken fewer than three fully online courses participated in this study. The results revealed that three out of four testing hypotheses were all supported at the 0.01 significance level, and one of the path coefficients indicated that online students’ confidence in their ability or competency to perform academic tasks did not directly influence their intention to take future online courses. Instead, the influence of performance proficiency on online learning continuance intention was mediated through the factor of satisfaction. In addition, satisfaction was found to have a significantly direct impact on online learning continuance intention, suggesting that when students taking online courses are satisfied with their online learning experience, the likelihood for them to continue taking other online courses is higher.
Highlights
Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses
The results revealed that the Performance Proficiency (PP) had the strongest correlation with online students’ Satisfaction (r = .60, p < .01)
Weak correlations are found between Community, Interaction and Collaboration, Performance Proficiency, and Satisfaction ranging from r = .17 to r =
Summary
Maintaining momentum is vital in terms of how soon students can complete a program, especially for those who are in the early stage of taking online courses. Prior studies on e-learning continuance intention emphasized investigating online student’s adoption/performance expectation (Uğur & Turan, 2018), perceived value (Chiu et al, 2005; Dağhan & Akkoyunlu, 2016), and perceived usability (Al-Fraihat et al, 2020; Al-Samarraie et al, 2018; Lew et al, 2019) towards online learning services/programs These factors are principal indicators for online learning success and continuance in higher education (McGill et al, 2014). These studies have ignored the direct or indirect effect of online students’ learning experience, learning satisfaction, and their feelings regarding sense of learning community on their online learning continuance intention (OLCI). This is because students with stronger senses of connectedness can experience quality engagement that can foster their higher levels of thinking and they “tend to possess greater perceived levels of cognitive learning” (Rovai, 2002b, p. 330)
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