Task-technology fit and individual performance
MIS Quarterly
Learning style, learning patterns, and learning performance in a WebCT-based MIS course
Information and Management
International Journal of Human-Computer Studies - Human-computer interaction research in the managemant information systems discipline
ERP training with a web-based electronic learning system: The flow theory perspective
International Journal of Human-Computer Studies
A balanced thinking-feelings model of information systems continuance
International Journal of Human-Computer Studies
An empirical analysis of open source software developers' motivations and continuance intentions
Information and Management
An empirical analysis of the antecedents of web-based learning continuance
Computers & Education
The continued usage of business e-learning courses in Hong Kong corporations
Education and Information Technologies
Mediators between coordination and IS project performance
Information and Management
International Journal of Human-Computer Studies
Understanding Web-based learning continuance intention: The role of subjective task value
Information and Management
Computers in Human Behavior
Understanding information systems continuance: The case of Internet-based learning technologies
Information and Management
Information and Management
A task-technology fit view of learning management system impact
Computers & Education
Determinants of service quality and continuance intention of online services: The case of eTax
Journal of the American Society for Information Science and Technology
The role of task-technology fit as users' motivation to continue information system use
Computers in Human Behavior
International Journal of Electronic Commerce
Social interaction and continuance intention in online auctions: A social capital perspective
Decision Support Systems
Task-technology fit and user acceptance of online auction
International Journal of Human-Computer Studies
Integrating TTF and UTAUT to explain mobile banking user adoption
Computers in Human Behavior
An empirical investigation of employee portal success
The Journal of Strategic Information Systems
e-Learning continuance intention: Moderating effects of user e-learning experience
Computers & Education
Universal Access in the Information Society - Special Issue: Innovations in user sensitive design, research and development
Information technology adoption behavior life cycle: Toward a Technology Continuance Theory (TCT)
International Journal of Information Management: The Journal for Information Professionals
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Virtual learning system (VLS) is an information system that facilitates e-learning have been widely implemented by higher education institutions to support face-to-face teaching and self-managed learning in the virtual learning and education environment (VLE). This is referred to a blended learning instruction. By adopting the VLS, students are expected to enhance learning by getting access to course-related information and having full opportunities to interact with instructors and peers. However, there are mixed findings revealed in the literature with respect to the learning outcomes in adopting VLS. In this study, we argue that the link between the precedents of leading students to continue to use VLSs and their impacts on learning effectiveness and productivity are overlooked in the literature. This paper aims to tackle this question by integrating information system (IS) continuance theory with task-technology fit (TTF) to extend our understandings of the precedents of the intention to continue VLS and their impacts on learning. By doing it, factors of technology-acceptance-to-performance, based on TAM (technology acceptance model) and TTF and post-technology-acceptance, based on expectation-confirmation theory, models can be included to test in one study. The results reveal that perceived fit and satisfaction are important precedents of the intention to continue VLS and individual performance. Later, a discussion and conclusions are provided. This study sheds light on learning system design as assisted by IS in VLE and can serve as a basis for promoting VLS in assisting learning.