Understanding Higher Education Students Continuance Intention Towards e-Learning

The purpose of this research is to determine what factors influence higher education students' decisions to continue with e-learning. The Expectation Confirmation Theory of Information Systems Continuance (ECT-IS) is employed as a theoretical framework with self-efficacy. Using online surveys, this study was able to collect 151 responses, which were then analyzed in SMART PLS using Structural Equation Modelling (SEM). The outcomes of this study shed insight on the elements that influence students' propensity to engage in more e-Learning. First, it is discovered that students' intentions to continue are positively influenced by perceived usefulness and enjoyment. Second, both perceived usefulness and satisfaction are influenced by student confirmation. Finally, self-efficacy is observed to influence student confirmation. The proposed research model could contribute to existing technology adoption studies by extending ECT-IS. Overall, the proposed research model can explain 52% of the factors that influence students' decision to continue with e-Learning. Despite its flaws, the proposed research strategy has academic and managerial ramifications.

I. Introduction

The development of information technology, especially digital devices with adequate supporting applications for exchanging information among students of this generation, has brought rapid changes to various sectors of people's lives. These changes includes the educational environment [1]. Developing an educational environment utilizing flexible and scalable technology increases consciousness in e-Learning facilities [2]. Technology utilization in the education sector also fulfill the shortcomings of conventional learning methods in optimizing the allocation of resources, addressing facility development needs, and in terms of costs [3]. e-Learning technology is an electronic-based learning method that uses information technology in the teaching and learning process [4], [5].