Abstract
In recent years, universities have put enormous efforts to promote the use of online learning among students and lecturers. Despite this, little is known about the intention of students to use online learning. The objective of this research is to study the continuance intention of online learning in the post-COVID-19 period in higher education. The research focuses on online learning tools and technologies by applying a modified Expectation-Confirmation Model (ECM) developed from earlier theoretical models, including three new constructs: the self-management of learning, computer anxiety, and habit. The international research compares three countries—Spain (Europe), Chile (Latin America), and Jordan (Asia)—which differ economically and culturally. The Partial Least Squares approach (PLS-SEM) was used to test the research model. As a conclusion of the study, the relationships of the proposed model’s constructs vary among the three countries, given their socioeconomic, technological, and cultural differences. Interestingly, self-management learning is a key factor that has a significant positive influence on continuance intention for the three countries, especially in Jordan. This study makes an interesting contribution to existing research in education and discusses how learning can be made more sustainable in complex settings.
Highlights
In recent years, technological advances, such as tablets, chrome books, student response systems, and smartphones, have been progressively incorporated into education, gaining relevance and importance in the learning process [1]
According to Lee [2], it is known that the initial incorporation of online learning by students is important in achieving success
The results show that Perceived Usefulness (PU) has a significant positive effect on SA (β = 0.290, p-value = 0.000) and an insignificant effect on Continuance Intention (CINT) (β = 0.021, p-value = 0.778)
Summary
Technological advances, such as tablets, chrome books, student response systems (clickers), and smartphones, have been progressively incorporated into education, gaining relevance and importance in the learning process [1]. Universities have made enormous efforts to promote the use of online learning among students and lecturers. According to Lee [2], it is known that the initial incorporation of online learning by students is important in achieving success. The continuity in the use of online learning environments by students is necessary to achieve learning in these environments [3]. None of the theories or models of the acceptance and adoption literature has predicted the intention to continuity in the use of various learning settings. One of the theories most used to measure the continuance in the use of technologies is based on the Expectation-Confirmation Model (ECM) by Bhattacherjee [4]
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