Investigating Lifelong Learners’ Continuing Learning Intention Moderated by Affective Support in Online Learning

During the pandemic crises, online learning has moved from margin to centre of education, thus making a change in educational paradigm. The degrees technology acceptance, therefore, pose major challenge administrators, educators, and students, including lifelong learners all fields work. This paper aims investigate how acceptance facilitates learners’ continuing intention. By constructing structural equation model based on Technology Acceptance Model (TAM) theory verifying mediating role satisfaction moderating affective support empirically, this study addresses characteristics terms self-efficacy, satisfaction, willingness learn context learners. Data were collected questionnaires embedded courses at distance teaching university. A total 513 have been retrieved 488 valid processed analysed via SPSS 26.0 Amos 24.0. findings indicate that positive relationships correlations between intention juxtapose, is positively correlated with Moreover, moderates three components significantly. results research help expand applicability TAM more practical significance, conveying messages educators continuance learning, maintaining retention, particularly post-pandemic new normal for sustainability higher education.