Usability, quality, value and e-learning continuance decisions

By Chao-Min Chiu, Meng Hsiang Hsu, Szu-Yuan Sun, Tung-Ching Lin, Pei-Chen Sun. Comput. Educ., 2005

648 citations recorded by the source corpus.

Subfields: Information Systems and Management, Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/f91e6248d252ae9eca5c8db03f3298c5c691439d

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In Information Systems and Management

In Organizational Behavior and Human Resource Management

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Citations in the corpus

Effects of e‐service quality on loyalty intention: an empirical study in online auction (2008, background): “The higher an individual’s perceptions of a product or service’s performance, the more likely that perceived performance will exceed expectation levels, resulting in a positive relationship between perceived performance and disconfirmation (Chiu et al., 2005).”
An expectation-confirmation model of continuance intention to use mobile instant messaging (2016, methodology): “Previous research found that perceived service quality is a key performance index in mobile communication and an important antecedent to satisfaction (Chiu et al., 2005; Lai, 2004; Roca et al., 2006).”
Understanding the MOOCs continuance: The role of openness and reputation (2015, background): “Novel technological solutions continue to emerge to address educational concerns that are not unique to MOOCs, such as prominent student support, the reliable assessment of authentic student performance, and the elimination of cheating (Hew & Cheung, 2014).”
Examining the integrated influence of fairness and quality on learners’ satisfaction and Web‐based learning continuance intention (2007, neutral): “Chiu et al .”
Exploring the influential factors of continuance intention to use mobile Apps: Extending the expectation confirmation model (2018, background): “On the other hand, value “is an abstract concept with meanings that vary according to context” (Chiu et al., 2005). Confirmed by Porter (1980), if a free alternative offering is available, users will typically choose the free substitute rather than the paid version. Venkatesh et al., (2012) mention ”
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model (2006, background): “Keywords: Technology acceptance model; Expectancy disconfirmation theory; Satisfaction”
e-Learning continuance intention: Moderating effects of user e-learning experience (2011, background): “Past research (Chen et al., 2008; Chiu et al., 2005; Roca et al., 2006; Wang, Wang, & Shee, 2007) has shown that the quality attributes of e-learning services comprise system quality, instructional quality and interactive quality.”
The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology (2009, background): “…is synonymously with an affect (i.e. a positive, indifferent, or negative feeling) and further that affect (as attitude or satisfaction) in prior e-learning studies is found to be an important predictor of intentions concerning use of e-learning (e.g., Chiu et al., 2005; Liu et al., 2009).”
Online Teaching and Learning Experiences During the COVID-19 Pandemic – A Comparison of Teacher and Student Perceptions (2021, background): “…McGorry (2003) found that student satisfaction positively determines students’ decision on taking subsequent online courses; A positive relationship between learners’ satisfaction of online learning and their continuance intentions has also been identified (Chiu et al., 2005; Chiu et al., 2007).”