The Impact of Factors on E-Learning Continuance Intention in the Higher Education Sector in Pakistan

Authors

  • Muhammad Haris MBA Student, Department of Business Administration, Iqra University Islamabad, Karachi Campus, Karachi, Sindh, Pakistan
  • Kehkashan Nizam Ph. D Scholar, Department of Business Administration, Iqra University Islamabad, Karachi Campus, Karachi, Sindh, Pakistan
  • Muhammad Arif Nawaz Ph. D Scholar, Department of Commerce, Bahauddin Zakariya University Multan, Punjab, Pakistan

DOI:

https://doi.org/10.47205/jdss.2022(3-II)84

Keywords:

E-Learning Continuance Intention, Learner-Content Interaction, Learner-Instructor, Interaction, Self-Efficacy

Abstract

The objective of the study is to determine the influence of the factors on continuance intention of e-learning in the higher education sector in Pakistan. The technology acceptance model was used as a basis to study the proposed theoretical relationships. Questionnaire was used to gather the data. The purposive and convenient sampling were used. A total of 400 sample data were analyzed. The initial test was performed by using SPSS and the structural test was performed by using PLS-SEM. The study developed 16 hypotheses. Out of 16 hypotheses, 15 were supported, giving much empirical support to the research model. The results showed positive impact of learner-content, learner-instructor interaction, academic performance, and course design quality on continuance intention of e-learning except for self-efficacy. The study recommends that teachers should boost self-efficacy of students with credible communication and motivation. It will encourage students to get interest in new technology and accept challenges.

Image of Vol. 3 No. 2 (2022): April to June

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Published

2022-06-30

Details

    Abstract Views: 290
    PDF Downloads: 259

How to Cite

Haris, M., Nizam, K., & Nawaz, M. A. (2022). The Impact of Factors on E-Learning Continuance Intention in the Higher Education Sector in Pakistan. Journal of Development and Social Sciences, 3(2), 942–954. https://doi.org/10.47205/jdss.2022(3-II)84

Issue

Vol. 3 No. 2 (2022): April to June

Section

Articles

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