Summary: The Role of Social Presence and Moderating Role of Computer Self Efficacy in Predicting the Continuance Usage of E-Learning Systems

Authors: Albert Hayashi, Charlie Chen, Terry Ryan, Jiinpo Wu

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The success of an e-learning program in information technology (IT) may require users to be equipped with a certain degree of computer self-efficacy and affect for information systems. Second, it theorizes the causal relationship of the factors of Perceived Usefulness, Confirmation, Satisfaction, and IS Continuance in the e-learning context. Finally, it assesses the relative importance of social presence in helping online learners to prevail over the online asynchronous environment. Our results indicate that, in the context of assimilating IT skills, there is not a significant relationship among the CSE of online learners, their perceived usefulness, confirmation, and satisfaction level. As a moderating factor, computer self-efficacy does not have significant influence on learning outcomes. For knowledge long transfer, social presence was shown to have an effect in different VLEs. However, there are many main challenges to implementing e-learning systems. A pilot field survey was conducted with online users, who had used the online learning system in taking an introductory core MIS course for a undergraduate Business Administration degree, from September to December, 2002. Conceiving the causal relationship would help us understand the IT (including e-learning system) adoption behavior. To assess the appropriateness of blending the TAM and ECM with the CSE construct, it is necessary to control the effects of training approaches and individual learning styles in an online asynchronous learning (OAL) environment. The theory defines Confirmation as positively associated with satisfaction when using information systems if the expected realized benefits of IS occurs. As the users continue using the information systems with improved results, the confirmation of better than expected results can influence the perceived usefulness in a positive fashion. Perceived usefulness and ease of use are the main factors in IS acceptance and satisfaction. A number of longitudinal studies show that usefulness impacts attitude at a high degree during both stages of IS use (pre and post) while perceived ease of use has a variable effect on attitude (Davis et al. 1989; Karahanna et al. 1999). : The higher perceived usefulness end users have, the higher their satisfaction with a high social presence learning system in a VLE. : The higher the continuance intention end users have, the higher their perceived usefulness of a high social presence learning system in a VLE. The group with high computer self-efficacy have higher perceived usefulness of e-learning systems, but a lower satisfaction level after using them. The group with low computer self-efficacy have lower perceived usefulness of e-learning systems, but a higher satisfaction level after using them.

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