Understanding behavioural intention of e-learning system re-use

With the rapid development of information and communication technologies, e-learning system has emerged as a new means of education. The learner acceptance of e-learning system has attracted extensive attention, but how the experience of using the existing e-learning system impacts on their behavioural intent to the e-learning system re-use has received limited consideration. As the application of e-learning is gaining its momentum, it is necessary to examine the relationships of e-learners’ experience and their behavioural intention of re-use. It was argued that the better understanding of the factors affecting the elearner’s behavioural intention in the future could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Based on the technology acceptance model, information system success model and self-efficacy theory, a theoretical framework was developed to investigate the learner’s behavioural intention to e-learning system re- use. A total of 280 university students were surveyed to test the proposed structural model. The results demonstrated that perceived usefulness, perceived ease of use, service quality, course quality and self-efficacy had direct effects on users’ intention to re-use. Furthermore, self-efficacy affected perceived ease of use which positively influenced perceived usefulness.