Purpose: The present study aims to model continuance intention to use web-based distance learning system and reveal the relationship between structures.
Method: In this study, factors affecting continuance intention to use a web-based distance learning system was examined with a sample of 104 students attending an initial teacher training program through a web-based distance learning system at Van Yüzüncü Yıl University. The structures used in the study were identified as a result of a detailed review of literature. Moreover, complex structure of web-based distance learning systems, which included many components, were analyzed. Technology Acceptance Model and Expectancy Disconfirmation Theory were used in determining the model to be used, and comprehensive research was conducted.
Findings: continuance intention to use web-based distance learning system was indirectly affected by perceived quality, perceived control, perceived usability; and was directly affected by satisfaction. Implications for Research and Practice: Similar studies can be conducted with different student/user groups by different distance learning centers and institutions that provide distance learning services. Web-based distance learning systems, which have become widely used especially by companies, can be expanded via studies to be conducted within these environments.
distance learning, e-learning, technology acceptance model, web-based learning system