Proposing Distance Learning with Constructivist Learning and Technology Facilitation for Learning Behavior

System-use behavior is a key measure to find the performance impact in e-learning context. This study integrates constructivist learning with technology facilitation to define three key concerns, technology facilitation, content interaction, and social interaction, to examine system-use behavior and alternatively, performance outcomes. This research collects data from a survey of participate students based on e-learning experience in e-class and real data from e-learning use. The findings show that technology facilitation and content interaction are more reliable indicators than social interaction. This implies that self-confidence is more important to influence system-use behavior. An influential relationship between system-use and performance outcomes is then verified.