Multivariate data analysis (4th ed.): with readings
Multivariate data analysis (4th ed.): with readings
Why do individuals use computer technology?: a Finnish case study
Information and Management
A general, yet useful theory of information systems
Communications of the AIS
International Journal of Human-Computer Studies
Information Systems Research
A Theoretical Integration of User Satisfaction and Technology Acceptance
Information Systems Research
The DeLone and McLean Model of Information Systems Success: A Ten-Year Update
Journal of Management Information Systems
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
International Journal of Mobile Learning and Organisation
Developing and validating a rigorous and relevant model of VLE success: a learner perspective
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
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
International Journal of Human-Computer Studies
Design characteristics of virtual learning environments: state of research
Computers & Education
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Other research has investigated aspects of e-learning, e.g., comparing the effectiveness of e-learning with traditional classroom training and gauging the success of IT or computer skills training. This study focused on how to ensure that individuals continue their usage of business and management e-learning courses for self-development in Hong Kong corporations. This paper reports the development and testing of a theoretical model for continued usage. The proposed model was calibrated with a sample of 212 cases from five corporations in Hong Kong, and was subsequently validated with 15 questionnaires from a small e-commerce company of 50 staff. The data supported the model and the model had a moderate explanatory power (R 2驴=驴37%) for continued usage. The structural model was not affected by different collection periods (first collection batch vs. last collection batch), sample (calibration vs. validation), gender (male vs. female), position (manager vs. nonmanager), or computer usage experience (10 years or more vs. less than 10 years). However, the model was different for groups of different ages (aged 36 and above vs. below 36) and educational levels (university graduates vs. nongraduates). Further research and the business implications for improving the continued usage of business e-learning courses are discussed.