Akbari Morteza, Danesh Mozhgan, Moumenihelali Hadi, Rezvani Azadeh
Faculty of Entrepreneurship, University of Tehran, Farshi Moghadam St. (16th St), North Kargar Ave, 1439813141 Tehran, Iran.
Department of Agricultural Extension and Education, Faculty of Agriculture, Tarbiat Modares University, Tehran, Iran.
Educ Inf Technol (Dordr). 2023;28(6):6321-6345. doi: 10.1007/s10639-022-11457-y. Epub 2022 Nov 11.
Despite e-learning's rapid growth and significant benefits, especially during the COVID-19 pandemic, retaining students in this educational environment is a critical challenge in the post-corona era. Therefore, our research was conducted to explore how we can promote the continuance use of e-learning (CUEL) platforms. More specifically, this study examines how identity, inertia, and computer self-efficacy affect CUEL. Data were collected from 384 users and provided support for the model. The results indicated that social identity, relational identity, and inertia are critical determinants of CUEL. Furthermore, inertia mediates the relation between social identity and CUEL. In addition, we found that computer self-efficacy moderates the relation of inertia and relational identity with CUEL, but its moderating effect on the influence of social identity and CUEL is not supported. Finally, the theoretical and practical implications of this study are discussed.
尽管电子学习发展迅速且益处显著，尤其是在新冠疫情期间，但在后疫情时代，在这种教育环境中留住学生是一项严峻挑战。因此，我们开展此项研究，以探索如何促进电子学习平台的持续使用（CUEL）。更具体地说，本研究考察身份认同、惯性和计算机自我效能感如何影响电子学习平台的持续使用。我们收集了384名用户的数据，并为该模型提供了支持。结果表明，社会身份认同、关系身份认同和惯性是电子学习平台持续使用的关键决定因素。此外，惯性在社会身份认同与电子学习平台持续使用之间起中介作用。此外，我们发现计算机自我效能感调节惯性和关系身份认同与电子学习平台持续使用之间的关系，但它对社会身份认同与电子学习平台持续使用影响的调节作用未得到支持。最后，讨论了本研究的理论和实践意义。
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