e-Learning continuance intention: Moderating effects of user e-learning experience

By Kan-Min Lin. Comput. Educ., 2011

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Measuring Students’ Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM) (2021, result): “The findings in this study are in line with the current research suggesting the existence of a positive and strong relationship among perceived usefulness and attitude towards computer use to behavioral intention (Lin 2011; Moran et al. 2011; Pynoo et al. 2011; Sumak et al. 2011; Teo 2009).”
Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic (2020, background): “Instructional Material Refers to how online learning is easy to understand and learn, the material is not too difficult or not too easy, feel motivated to do assignments and study material, enough time to study the content, in line with expectations, and material presented in language that is easy t”
A Framework and Guidelines for Context-Specific Theorizing in Information Systems Research (2014, background): “Prior research has reported signiﬁcant moderating effects of context-speciﬁc factors on the relationships among core constructs of individual technology adoption, IS continuance, and IS success (e.g., Fang et al. 2005, Jang 2010, Lin 2011).”
Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives (2012, background): “Lin (2011) proposes that the attitude of adopting VLS has a relationship with continuance intention among more experienced students.”