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

  • Authors:

  • Øystein Sørebø;Hallgeir Halvari;Vebjørn Flaata Gulli;Roar Kristiansen

  • Affiliations:

  • Buskerud University College, Department of Business Administration, P.O. Box 235, 3603 Kongsberg, Norway;Buskerud University College, Department of Business Administration, P.O. Box 235, 3603 Kongsberg, Norway;Buskerud University College, Department of Business Administration, P.O. Box 235, 3603 Kongsberg, Norway;Buskerud University College, Department of Business Administration, P.O. Box 235, 3603 Kongsberg, Norway

  • Venue:
  • Computers & Education
  • Year:
  • 2009

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Abstract

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 pre-acceptance 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.