Learner outcomes in an asynchronous distance education environment
International Journal of Human-Computer Studies
Learning style, learning patterns, and learning performance in a WebCT-based MIS course
Information and Management
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies
Information and Management
Adoption of Mobile Devices/Services — Searching for Answers with the UTAUT
HICSS '06 Proceedings of the 39th Annual Hawaii International Conference on System Sciences - Volume 06
An extension of the UTAUT model with e-quality, trust, and satisfaction constructs
Proceedings of the 2006 ACM SIGMIS CPR conference on computer personnel research: Forty four years of computer personnel research: achievements, challenges & the future
An empirical assessment of a modified technology acceptance model
Journal of Management Information Systems - Special section: Strategic and competitive information systems
The DeLone and McLean Model of Information Systems Success: A Ten-Year Update
Journal of Management Information Systems
Self-efficacy, overconfidence, and the negative effect on subsequent performance: A field study
Information and Management
Can affective factors contribute to explain continuance intention of web-based services?
Proceedings of the 11th International Conference on Electronic Commerce
Antecedents of trust in online auctions
Electronic Commerce Research and Applications
Factors driving the adoption of m-learning: An empirical study
Computers & Education
International Journal of Business Information Systems
Expert Systems with Applications: An International Journal
e-Learning continuance intention: Moderating effects of user e-learning experience
Computers & Education
Using SERVQUAL to assess the quality of e-learning experience
Computers in Human Behavior
Electronic Commerce Research and Applications
Perceived fit and satisfaction on online learning performance: an empirical study
Edutainment'11 Proceedings of the 6th international conference on E-learning and games, edutainment technologies
Virtual personalized learning environment (VPLE) on the cloud
WISM'11 Proceedings of the 2011 international conference on Web information systems and mining - Volume Part II
A model for measuring e-learning systems success in universities
Expert Systems with Applications: An International Journal
International Journal of Human-Computer Studies
Tax software acceptance: how do professional users differ from novices?
International Journal of Business Information Systems
Computer Self-Efficacy: A Meta-Analysis
Journal of Organizational and End User Computing
Acceptance and Appropriation of Videoconferencing for E-training: An Empirical Investigation
International Journal of Technology and Human Interaction
Evaluating e-Learning Initiatives: A Literature Review on Methods and Research Frameworks
International Journal of Web-Based Learning and Teaching Technologies
Journal of Organizational and End User Computing
Podcasting acceptance on campus: The differing perspectives of teachers and students
Computers & Education
Technical proficiency for IS Success
Computers in Human Behavior
Users' Acceptance and Use of Moodle: The Community Influence
International Journal of Information and Communication Technology Education
Semantic Recommendation of Information Sources for Lifelong Learning
Journal of Integrated Design & Process Science
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The success of Web-based learning depends on learner loyalty, i.e., subsequent continued usage (continuance). We extended the Unified Theory of Acceptance and Use of Technology (UTAUT) by introducing components of subjective task value into a model for studying learners' continuance intentions in Web-based learning. Based on survey data from 286 respondents, SEM was employed to assess the model. The results indicated that performance expectancy, effort expectancy, computer self-efficacy, attainment value, utility value, and intrinsic value were significant predictors of individuals' intentions to continue using Web-based learning, while anxiety had a significant negative effect. The results suggested the beneficial effect of positive subjective task value on stimulating learners' intentions to continue using Web-based learning, which is as important as performance expectancy and effort expectancy. Implications and limitations of our study are discussed.