Exploring the Determinants of Satisfaction and Continuance Intention to Use E-Learning of University Students in Zhejiang,China
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Purpose: This study aims to examine the factors impacting satisfaction and continuance intention to use e-learning of university students in Zhejiang, China. The conceptual framework proposes a causal relationship among course attributes, system attributes, instructor attributes, interactive attributes, social influence, user satisfaction, and continuance intention. Research design, data, and methodology: The target population and sample size are students (N=500) at five universities in Zhejiang, China. This study employs questionnaires as data collection tool of the quantitative method. For sampling techniques, purposive sampling is to select students from five universities. Then, stratified random sampling is to divide sample size into subgroups. Last, convenience sampling is to distribute online survey. Data analysis included model fit, reliability, and validity using Structural Equation Models and Confirmatory Factor Analysis. Results: Course attributes, instructor attributes, system attributes, and interactive attributes significantly impact user satisfaction. Continuance intentions are significantly impacted by user satisfaction. In contrast, social influence has no significant impact on continuance intention. Conclusions: Universities, educational institutions, and lecturers should provide a positive experience to improve user satisfaction with e-learning to build a favorable e-learning environment and recommendations among peers. In addition, building and retaining system attributes and instructor attributes is crucial for the students' continued intention to use e-learning.
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