Understanding E-Learning Continuance Intention: Towards A Conceptual Model

Understanding the factors behind employee’s e-learning continuance intention is becoming imperative as more and more organizations rely on technology to deliver training. While e-learning has the potential to offer cost effective and flexible training methods, practitioners are concerned with low completion rates. Although several reasons have been put forward to explain e-learning attrition, no clear understanding has emerged of how different factors influence the intention to continue using an e-learning system. This paper synthesizes the IS continuance model with self-regulated learning from social cognitive theory to offer an integrative model of the factors that influence e-learning continuance intention. We thus advance prior research on e-learning continuance by formulating relationships between the most relevant contextual factors identified in the literature, the affective learning process, and the intention to continue using e-learning systems. Relevant contextual factors were identified based on empirical evidence and suggestions from practice. As a result, we aim to offer further insights on how to deliver corporate e-learning so that technology-based training can realize its potential.

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