The Role of Perceived System Quality as Educators’ Motivation to Continue E-learning System Use
AIS Transactions on Human-Computer Interaction
A.K.M. Najmul Islam 0
0 University of Turku
Follow this and additional works at: https://aisel.aisnet.org/thci Recommended Citation Islam, A. N. (2012). The Role of Perceived System Quality as Educators' Motivation to Continue E-learning System Use. AIS Transactions on Human-Computer Interaction, 4(1), 25-43. Retrieved from https://aisel.aisnet.org/thci/vol4/iss1/2 This material is brought to you by the AIS Journals at AIS Electronic Library (AISeL). It has been accepted for inclusion in AIS Transactions on Human-Computer Interaction by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contact .
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The Role of Perceived System Quality as Educators’ Motivation to
Continue E-learning System Use
A.K.M. Najmul Islam
Fred Davis was the accepting Senior Editor. This article was submitted on 6/24/2011 and accepted on 12/31/2011. It was with the
author 13 days for 2 revisions.
Islam, A. K. M. N (2012) “The Role of Perceived System Quality as Educators’ Motivation to Continue E-learning System Use,”
AIS Transactions on Human-Computer Interaction (4) 1, pp. 25-43.
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INTRODUCTION
With the latest development of Internet technologies, universities are investing considerable resources in e-learning
systems to support teaching. These systems facilitate educator-to-student communication, the ability to track
students’ progress, and the secure sharing of course content online. Because of such useful features, e-learning
systems are very attractive for universities. However, when evaluating e-learning systems, the educator’s perspective
must be considered because the success of such systems depends on their willingness to continue utilizing the
systems. Moreover, if an educator chooses to discontinue the use of an e-learning system, students generally do not
have any other choice than to leave the system and adapt to the educator’s alternative choice. Thus, it is plausible
that an educator’s unwillingness to utilize e-learning possibilities may lead to underutilization by students and possibly
reduced learning outcomes
(Sorebo et al., 2009)
.
When conducting research on individuals’ e-learning system usage behavior, researchers often depend on different
behavioral theories
(Davis, 1989; Larsen et al., 2009; Sorebo et al., 2009)
. Using Fishein and Ajzen’s (1975) Theory
of Reasoned Action (TRA), two schools of thought have evolved
(Larsen et al., 2009)
. The first addresses initial
information system (IS) use (or IS acceptance), while the second addresses subsequent IS use (IS continuance).
Initial IS use is an important first step toward achieving success. However, the long-term viability of an IS and its
eventual success depend on its continued use rather than initial use (Bhattacherjee, 2001).
A variety of theoretical perspectives have been advanced in order to understand what motivates individuals to
continuously use an IS
(e.g., Bhattacherjee, 2001; Hsu et al., 2004; Kang et al., 2009; Karahanna et al., 1999; Lin,
2011)
. Among these theoretical perspectives, the expectation-confirmation theory (ECT) has been dominant since
2001
(Bhattacherjee, 2001; Hsieh and Wang, 2007; Kim, 2010; Lee, 2010; Liao et al., 2007; Lin et al., 2005; Recker,
2010)
. The ECT based IS continuance model was developed with the argument that the psychological motivation
shaping continuance behavior is different from that of acceptance behavior (Bhattacherjee, 2001). According to the
ECT based IS continuance model, continuance intention is determined by perceived usefulness (a post-adoption
behavioral belief that represents the consequences of utilizing an IS) and satisfaction (the affective attitude toward a
specific IS exhibited by someone who interacts with the IS directly). Despite its popularity, this model provides only
limited guidance on how to influence usage via design and implementation from the Human-Computer Interaction
(HCI) perspective. Benbasat and Barki (2007) argued that to increase practical relevance for the HCI field, design
and implementation attributes must be included in the research models. Following this, Benbasat (2010)
recommended that such design attributes should be tested as antecedents of the constructs of interest. He further
argued that adoption research reflecting only surrogate variables like perceived usefulness cannot generate any
specific design advice for HCI practitioners. For example, HCI practitioners receive feedback regarding usefulness in
a general sense, but they do not receive actionable feedback about the important aspects of a system’s
characteristics. Such feedback would be very important, especially for organizations, as online and distance courses
using e-learning systems are still evolving. Thus, an extended IS continuance model using factors related to system
characteristics may provide more guidan (...truncated)