Determinants of continuance intention towards e-learning during COVID-19: an extended expectation-confirmation model

A growing number of governments have shifted education from face-to-face classes towards e-learning to contain COVID-19. In light of the pandemic, this study examined the key drivers that lead to the continuance intention of university students towards e-learning. The theoretical framework clarifies the role of attitude, satisfaction, and perceived usefulness in enhancing students' continuance intention. The research model was empirically validated by analysing the data collected from 490 students taking online classes through partial least squares (PLS). The findings show that attitude plays a significant role in leveraging the continuance intention towards e-learning. The analysis results show that social distancing attitude positively affects both attitude towards e-learning and social distancing intention. Risk perception is found to serve as the vital predictor of social distancing attitude and social distancing intention. In addition, the results indicate that satisfaction is the prevailing antecedent of continuance intention. Perceived usefulness is revealed to positively affect both continuance intention and satisfaction. Confirmation of expectations is validated to significantly influence satisfaction and perceived usefulness. Some insights for research and practice are suggested.

Automated summary

The research shows that attitude, satisfaction, and perceived usefulness play a significant role in enhancing students' continuance intention towards e-learning. Social distancing attitude and risk perception positively influence students' attitude towards e-learning and their intention to continue learning online. Satisfaction is found to be the main antecedent of continuance intention, and perceived usefulness positively affects both continuance intention and satisfaction.