USE OF VIRTUAL LEARNING ENVIRONMENTS: A THEORETICAL MODEL USING DECOMPOSED EXPECTANCY DISCONFIRMATION THEORY
AbstractThe present study aims to investigate the determinants of satisfaction and the resulting continuance intention in the e-learning context. The constructs of decomposed expectancy disconfirmation theory (DEDT) are evaluated from the perspective of users of a virtual learning environment (VLE) in relation to expectations and perceived performance. An online survey collected responses from 197 students of a public management distance learning course. Structural equation modeling was operationalized by the method of partial least squares in Smart PLS software. The results showed that there is a relationship between quality, usability, value and value disconfirmation with satisfaction. Likewise, satisfaction proved to be decisive for continuance intention. However, there were no significant relationships between quality disconfirmation and usability disconfirmation with satisfaction. Based on the results, it is discussed the theoretical and practical implications of the structural model found by the research.
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How to Cite
Pereira, F. A. de M., Ramos, A. S. M., Andrade, A. P. V. de, & Oliveira, B. M. K. de. (2015). USE OF VIRTUAL LEARNING ENVIRONMENTS: A THEORETICAL MODEL USING DECOMPOSED EXPECTANCY DISCONFIRMATION THEORY. Journal of Information Systems and Technology Management, 12(2), 333-350. https://doi.org/10.4301/S1807-17752015000200008