The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology

0360-1315/$ see front matter 2009 Elsevier Ltd. A doi:10.1016/j.compedu.2009.06.001 * Corresponding author. Tel.: +47 32117210. E-mail address: [email protected] (Ø. Søre Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of preacceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions. 2009 Elsevier Ltd. All rights reserved.