Setting the Stage for Success: Readiness and Connectedness as Antecedents of Learning Continuance Intention in Online Learning

被引：0
|
作者：
Tang, Yingqi [1 ]
Tseng, Hungwei [1 ]
Kuo, Yu-Chun [2 ]
Yeh, Hsin-Te [3 ]
Liu, Jianfang [4 ]
机构：
[1] Jacksonville State Univ, Jacksonville, FL USA
[2] Rowan Univ, Scotchplains, NJ USA
[3] Metropolitan State Univ Denver, Denver, CO USA
[4] Shandong Technol & Business Univ, Econ Sch, Yantai, Peoples R China
来源：
ONLINE LEARNING | 2025年 / 29卷 / 01期
关键词：
Distance education and online learning; online learning readiness; connectedness; continuance intention; higher education; COMPUTER SELF-EFFICACY; SATISFACTION; ANXIETY; PERFORMANCE; VALIDATION; PERCEPTION; MOTIVATION; COURSES; IMPACT;
D O I：
10.24059/olj.v29i1.4402
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Through a hierarchical multiple regression analysis, this study investigated how dimensions of online learning readiness and online connectedness influence students' intentions to continue to take online courses. Data from 369 students who took at least one online course at a four-year public university showed that online learning readiness had a stronger relationship with continuance intention than online student connectedness, while online learning readiness had a significant correlation with online student connectedness. Online learning readiness and connectedness were indicators of online learning persistence. Factors such as age, computer/internet self-efficacy, self-directed learning, learner control, and facilitation influence students' intention to continue with online learning. Moreover, among the five subscales of readiness, motivation had the strongest connection with continuance intention. In addition, course facilitation was positively and significantly related to the intention to continue participating in courses. The study's implications and directions for future research were also explored.
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页数：26
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