An empirical analysis of the antecedents of web-based learning continuance

Like any other product, service and Web-based application, the success of Web-based learning depends largely on learners’ satisfaction and other factors that will eventually increase learners’ intention to continue using it. This paper integrates the concept of subjective task value and fairness theory to construct a model for investigating the motivations behind learners’ intention to continue using Web-based learning. The model theorizes that four components of subjective task value (i.e., attainment, utility, intrinsic, and cost) and three dimensions of fairness (i.e., distributive, procedural, and interactional) aVect learners’ satisfaction. We also argue that satisfaction and four distinct components of subjective task value inXuence learners’ intention to continue using Web-based learning. The hypothesized model is validated empirically using data collected from 202 learners of a Web-based learning program designed for continuing education. The results showed that attainment value, utility value, intrinsic value, distributive fairness, and interactional fairness exhibited signiWcant positive * Corresponding author. Tel.: +886 3 4267251; fax: +886 3 4254604. E-mail address: [email protected] (C.-M. Chiu). 0360-1315/$ see front matter © 2006 Elsevier B.V. All rights reserved. doi:10.1016/j.compedu.2006.01.010 C.-M. Chiu et al. / Computers & Education 49 (2007) 1224–1245 1225 eVects on satisfaction. Utility value and satisfaction play signiWcant roles in shaping learners’ intention to continue using Web-based learning. © 2006 Elsevier Ltd. All rights reserved.