A Theoretical Framework for the Continuous Online Learning Intention Incorporating Technical, Personal, and Social Factors

Authors

  • Wenguo Liao, Muhammad Shahid Khan

Keywords:

online learning, e-learning, continuous learning intention, ISSM, self-determination theory, social presence theory

Abstract

Purpose – The objective of this study is to conduct a comprehensive analysis of the key determinants that impact students' intention to continue their learning at higher education institutions in order to mitigate lower educational achievements and increased rates of dropout.
Design/methodology/approach – This study undertook a literature review concerning previous studies published between 2018 and 2023.
Findings –The review of the literature provides evidence that technological, personal, and social factors issues constitute significant drivers to impact on the online learning in higher educational institutions. This paper presents a theoretical model that integrates the Information Systems Success Model (ISSM), self-determination theory, and social presence theory to determine the factors that impact the continuous learning intention.
Practical implications – This article proposes that education administrators should proactively implement a range of strategies to enhance students' autonomy in online learning and foster social interaction, while concurrently establishing a learning platform that is distinguished by its high quality and level of participation.
Originality/value – A new theoretical research framework is provided in this study, which aims to integrate the theoretical foundations of ISSM, self-determination theory, and social existence theory. This framework considers the impact of technological, personal, and social aspects on the sustainability of online learning.

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Published

2024-03-02

How to Cite

Wenguo Liao, Muhammad Shahid Khan. (2024). A Theoretical Framework for the Continuous Online Learning Intention Incorporating Technical, Personal, and Social Factors. Utilitas Mathematica, 120, 1533–1551. Retrieved from https://utilitasmathematica.com/index.php/Index/article/view/1898

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