RT info:eu-repo/semantics/article
T1 The determinants of teachers’ continuance commitment to e-learning in higher education
A1 San Martín Gutiérrez, Sonia
A1 Jiménez Torres, Nadia Huitzilin
A1 Rodríguez Torrico, Paula
A1 Piñeiro Ibarra, Irati
K1 E-learning
K1 Higher Education
K1 Teachers' commintment
K1 Institutional support
K1 Enseñanza superior
K1 Education, Higher
K1 Tecnología
K1 Technology
AB Technological evolution involves a challenge for teachers and higher education institutions to achieve e-learning success. This paper addresses this issue from the teachers’perspective to reveal what characteristics of the e-learning system affect teachers’continuance commitment and contribute to the increase and permanence of e-learningprogrammes. This study investigates possible relationships among intrinsic and extrinsicvariables (self-efficacy beliefs, system quality and organisational impact) and teachers’continuance commitment. Based on previous information systems and e-learning research literature, this study presents an extended version of the Information SystemSuccess Model. The PLS-SEM method was employed to analyse the data collected froma probabilistic representative sample of 90 online teachers, 54% of them are male fromdifferent ages and teaching disciplines, and 78.6% of them are full-time teachers. Resultsshow that having a well-established learning management system in the institutionreinforces the instructors’ commitment. Institutions should build a learning environmentthat fits instructors’ needs, develop a creative, collaborative, secure, friendly and up-todate platform with quality interactions between learners and instructors. Apart fromoffering good system quality and technical assistance, perceived organisational impactreveals as a key to achieving teachers’ commitment to e-learning.
PB Springer Nature
SN 1360-2357
YR 2020
FD 2020-01
LK http://hdl.handle.net/10259/8686
UL http://hdl.handle.net/10259/8686
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 09-may-2024