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Investigating the Antecedents of Continuance Intention of Course Management Systems Use among Estonian Undergraduates

Investigating the Antecedents of Continuance Intention of Course Management Systems Use among Estonian Undergraduates

Princely Ifinedo
Copyright: © 2007 |Volume: 3 |Issue: 4 |Pages: 17
ISSN: 1550-1876|EISSN: 1550-1337|ISSN: 1550-1876|EISBN13: 9781615203093|EISSN: 1550-1337|DOI: 10.4018/jicte.2007100107
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MLA

Ifinedo, Princely. "Investigating the Antecedents of Continuance Intention of Course Management Systems Use among Estonian Undergraduates." IJICTE vol.3, no.4 2007: pp.76-92. http://doi.org/10.4018/jicte.2007100107

APA

Ifinedo, P. (2007). Investigating the Antecedents of Continuance Intention of Course Management Systems Use among Estonian Undergraduates. International Journal of Information and Communication Technology Education (IJICTE), 3(4), 76-92. http://doi.org/10.4018/jicte.2007100107

Chicago

Ifinedo, Princely. "Investigating the Antecedents of Continuance Intention of Course Management Systems Use among Estonian Undergraduates," International Journal of Information and Communication Technology Education (IJICTE) 3, no.4: 76-92. http://doi.org/10.4018/jicte.2007100107

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Abstract

This study examines the factors influencing Estonian college student retention in course management systems (CMS). The study employed a sample of 72 students with experience in CMS tools, that is WebCT. The participants came from four local higher education institutions. A hypothetical, structural model highlighting the impact of relevant antecedents such as, ease of finding, computer anxiety, self-efficacy, perceived usefulness, and perceived ease of use were developed. Twelve hypotheses were generated from the model and tested using a structural equation modeling technique, partial least squares (PLS). The predictive power of the model was adequate and the study found support for seven of 12 hypotheses. Regarding the impact of the antecedents on continuance intention in the use of technology, the results offer the following insights: when computer anxiety is low, students are able to use the system without much difficulty, and are likely to continue to use it in the future. Similarly, students intent to continue the use WebCT is enhanced when they are able to navigate the system with ease. The implications of the results are discussed.

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