An empirical study on behavioural intention to reuse e-learning systems in rural China

The learner‟s acceptance of e-learning systems has received extensive attention in prior studies, but how their experience of using e-learning systems impacts on their behavioral intention to re-use those systems has attracted limited research. As the applications of e-learning are still gaining momentum in developing countries, such as China, it is necessary to examine the relationships between e-learners‟ experience and perceptions and their behavioral intention to re-use because it is argued that system reuse is an important indicator of the system‟s success. Therefore, a better understanding of the multiple factors affecting the e-learner‟s intention to re-use could help e-learning system researchers and providers to develop more effective and acceptable e-learning systems. Underpinned by the information system success model, technology acceptance model, and self-efficacy theory, a theoretical framework was developed to investigate the learner‟s behavioral intention to re-use elearning systems. A total of 280 e-learners were surveyed to validate the measurements and proposed research model. The results demonstrated that e-learning service quality, course quality, perceived usefulness, perceived ease of use, and self-efficacy had direct effects on users‟ behavioral intention to re-use. System functionality and system response have an indirect effect, but system interactivity had no significant effect. Furthermore, self-efficacy affected perceived ease of use which positively influenced perceived usefulness.