Factors Influencing Learners' Continuance Intention toward One-to-One Online Learning

Autor/inn/en	Liu, Na; Pu, Quanlin
Titel	Factors Influencing Learners' Continuance Intention toward One-to-One Online Learning
Quelle	In: Interactive Learning Environments, 31 (2023) 3, S.1742-1763 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Na)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1857785
Schlagwörter	Intention; Individualized Instruction; Electronic Learning; Distance Education; Self Efficacy; Anxiety; Predictor Variables; Student Attitudes; Usability; Online Courses; Individual Characteristics; Foreign Countries; Educational Quality; China + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Distance study; Distance learning; Fernunterricht; Self-efficacy; Selbstwirksamkeit; Angst; Prädiktor; Schülerverhalten; Online course; Online-Kurs; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Quality of education; Bildungsqualität
Abstract	One-to-one online learning has become pervasive in distance education. However, factors affecting learners' continuance intention toward one-to-one online learning are not well known. This study proposed a model to explain learners' continuance intention toward one-to-one online learning. The model extends previous technology acceptance models and theories by adding instructor-, course-, and system-related factors. A questionnaire was constructed, and a total of 840 samples was collected. Results of hierarchical regression analysis indicated that experience was positively related to continuance intention, and self-efficacy and anxiety were significantly related to perceived ease of use and perceived usefulness. Perceived ease of use, perceived usefulness, attitude toward using the system, facilitating conditions, and social influence were significant predictors of continuance intention to use. Instructor quality, course quality, interaction feedback, and system usability were significantly related to continuance intention toward one-to-one online learning. The proposed model could explain 71.5% of the variance in continuance intention to use one-to-one online learning. The results provided practical implications for the design and improvement of one-to-one online learning systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01