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The determinants of teachers’ continuance commitment to e-learning in higher education

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Abstract

Technological evolution involves a challenge for teachers and higher education institutions to achieve e-learning success. This paper addresses this issue from the teachers’ perspective to reveal what characteristics of the e-learning system affect teachers’ continuance commitment and contribute to the increase and permanence of e-learning programmes. This study investigates possible relationships among intrinsic and extrinsic variables (self-efficacy beliefs, system quality and organisational impact) and teachers’ continuance commitment. Based on previous information systems and e-learning research literature, this study presents an extended version of the Information System Success Model. The PLS-SEM method was employed to analyse the data collected from a probabilistic representative sample of 90 online teachers, 54% of them are male from different ages and teaching disciplines, and 78.6% of them are full-time teachers. Results show that having a well-established learning management system in the institution reinforces the instructors’ commitment. Institutions should build a learning environment that fits instructors’ needs, develop a creative, collaborative, secure, friendly and up-to-date platform with quality interactions between learners and instructors. Apart from offering good system quality and technical assistance, perceived organisational impact reveals as a key to achieving teachers’ commitment to e-learning.

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Notes

  1. Higher Order Models or Hierarchical Component Models: Dimensions with enough conceptual complexity to also be latent variables that need an indicator system (Hair et al. 2018).

  2. According to Haenlein and Kaplan (2004), a formative scale includes indicators that are the cause of the latent variable and are not interchangeable.

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Acknowledgements

The authors would like to thank the support provided by the European Social Fund and the Youth Employment Initiative. We would also like to thank all teachers who participated in this survey and made this study possible.

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  1. Departamento de Economía y Administración de Empresas, Facultad de CC. Económicas, Universidad de Burgos, C/Parralillos, s/n, 09001, Burgos, Spain

    Sonia San-Martín, Nadia Jiménez, Paula Rodríguez-Torrico & Irati Piñeiro-Ibarra

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San-Martín, S., Jiménez, N., Rodríguez-Torrico, P. et al. The determinants of teachers’ continuance commitment to e-learning in higher education. Educ Inf Technol 25, 3205–3225 (2020). https://doi.org/10.1007/s10639-020-10117-3

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