Abstract
Online learning systems (OLSs) have been widely implemented by higher education institutions to support teaching and learning by assisting instructors' and students' interactive communications. This paper integrates information system (IS) continuance theory with task-technology fit (TTF) to extend understandings of the antecedents of the intention to continue OLS and impacts on learning. Results reveal that perceived fit and satisfaction are important antecedents of the intention to continue OLS and individual performance. © 2011 Springer-Verlag.
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Lin, W. S. (2011). Perceived fit and satisfaction on online learning performance: An empirical study. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6872 LNCS, pp. 139–146). https://doi.org/10.1007/978-3-642-23456-9_26
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