Students' satisfaction and continuance intention of the cloud-based e-learning system: roles of interactivity and course quality factors

Yung‐Ming Cheng

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Technology Adoption and User Behaviour Online and Blended Learning Technology-Enhanced Education Studies

Abstract

Purpose The purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course content quality, course design quality) as antecedents to student beliefs can influence students' satisfaction and continuance intention of the cloud-based electronic learning (e-learning) system within the educational institution. Design/methodology/approach Sample data were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 515 (85.8%) useable questionnaires were analyzed using structural equation modeling. Findings Findings showed that students' perceptions of interactivity, course content quality and course design quality positively significantly contributed to their perceived usefulness, confirmation and satisfaction with the cloud-based e-learning system, which in turn directly or indirectly led to their continuance intention of the system. Thus, the results strongly supported the research model based on ECM via positioning key constructs as the drivers with all hypothesized links being significant. Originality/value This study identifies three factors (i.e. interactivity, course content quality, course design quality) as drivers from the learner perspective within the cloud-based e-learning environment, and links these factors to students' satisfaction and continuance intention of the cloud-based e-learning system based on ECM. It is particularly worth mentioning that the three drivers can serve as precursors for recognizing the determinants that are crucial to understand students' satisfaction and continuance intention of the cloud-based e-learning system. Hence, this study may provide new insights in nourishing the cloud-based e-learning continuance literature in the future.

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References

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