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An Empirical Study on Online Learners’ Continuance Intentions in China

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  • Yiwen Li

    (Graduate School of Regional Innovation Studies, Mie University, 1577 Kurimamachiya-cho, Tsu, Mie-Prefecture 514-8507, Japan)

  • Norihiro Nishimura

    (Graduate School of Regional Innovation Studies, Mie University, 1577 Kurimamachiya-cho, Tsu, Mie-Prefecture 514-8507, Japan)

  • Hisanori Yagami

    (Graduate School of Regional Innovation Studies, Mie University, 1577 Kurimamachiya-cho, Tsu, Mie-Prefecture 514-8507, Japan)

  • Hye-Sook Park

    (Graduate School of Regional Innovation Studies, Mie University, 1577 Kurimamachiya-cho, Tsu, Mie-Prefecture 514-8507, Japan)

Abstract

Online education in China is developing at a rapid pace due to its unique advantages, and its sustainable development is becoming increasingly crucial. Thus, this study attempted to understand learners’ continuance intentions in an online learning environment and examined the factors influencing online learners’ continuous retention. The research model for the influencing factors and study hypotheses were constructed based on multiple theoretical and synthesized perspectives, such as the information system success model; interactions between students, content, and instructors; and the theory of perceived value. To achieve the stated objectives, we conducted a questionnaire survey, in which 382 valid responses were collected from Chinese respondents from 32 provinces in China in April and May 2020. Furthermore, this study primarily employed Structural Equation Modeling (SEM) and Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the constructed model. The results indicate that service quality, course quality, and student–instructor interaction have indirect and positive effects on learners’ continuance intentions for online learning, while the variable of perceived value is a significant mediator for online learners’ retention and has a direct influence on their continuance intentions. Student–student interaction and student–content interaction do not have direct or indirect effects on online learners’ continuance intentions.

Suggested Citation

  • Yiwen Li & Norihiro Nishimura & Hisanori Yagami & Hye-Sook Park, 2021. "An Empirical Study on Online Learners’ Continuance Intentions in China," Sustainability, MDPI, vol. 13(2), pages 1-18, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:2:p:889-:d:481813
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    References listed on IDEAS

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    Cited by:

    1. Renjie Song & Yaru Zheng, 2024. "Predicting Continuance Intention to Use Learning Management Systems among Undergraduates: The Moderating Effect of Intrinsic Motivation," SAGE Open, , vol. 14(3), pages 21582440241, August.
    2. Brandford Bervell & Paul Nyagorme & Justice K. Armah & Emmanuel Arthur-Nyarko & Valentina Arkorful & Benjamin Eduafo Arthur, 2024. "Modeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program," SAGE Open, , vol. 14(1), pages 21582440241, March.
    3. Saeid Asgharzadehbonab & Arif Akkeleş & Hasan Ozder, 2022. "Students’ Academic Performance and Perceptions towards Online Learning during the COVID-19 Pandemic at a Large Public University in Northern Cyprus," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    4. Arief Kusuma Among Praja & Rian Adi Septiawan & Tantri Yanuar Rahmat Syah & Endah Murtiana Sari & Maya Puspita Dewi & Purwanto Sarjana Katijan & Tezara Cionita & Yin Ling Lai, 2023. "Sustainable Development Strategy of Low-Cost Airlines: Empirical Evidence for Indonesia Based on Analysis of Passenger Loyalty," Sustainability, MDPI, vol. 15(3), pages 1-12, January.
    5. Rocsana Bucea-Manea-Țoniş & Valentin Kuleto & Simona Corina Dobre Gudei & Costin Lianu & Cosmin Lianu & Milena P. Ilić & Dan Păun, 2022. "Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia," Sustainability, MDPI, vol. 14(10), pages 1-18, May.
    6. Ilie Gligorea & Muhammad Usman Yaseen & Marius Cioca & Hortensia Gorski & Romana Oancea, 2022. "An Interpretable Framework for an Efficient Analysis of Students’ Academic Performance," Sustainability, MDPI, vol. 14(14), pages 1-21, July.

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