Abstract
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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. |
Keywords
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E-Learning Continuance Intention, Learner-Content Interaction, Learner-Instructor Interaction, Self-Efficacy |
Article
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Article # 84
Volume # 3
Issue # 2
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DOI info
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DOI Number: 10.47205/jdss.2022(3-II)84
DOI Link: http://doi.org/10.47205/jdss.2022(3-II)84
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