Explaining persistence in online courses in higher education: a difference-in-differences analysis

Table 1 Studies on continuance intention to use/use learning management system in online courses, as reported by Lakhal and Khechine (2021)

Study	Sample
		PE	EE	SI	FC
Alraimi et al. (2015)	n = 316, 74 countries	.18**
Cheng (2014)	n = 378, Taiwan	.22**
Chiu and Wang (2008)	n = 286, Taiwan	.12*	.15*	NS	NS
Damnjanovic et al. (2015)	n = 255, Serbia, Lithuania, Bosnia and Herzegovina	.20*
El-Masri and Tarhini (2017)	n = 418, Qatar	.19**	.12**	.14**	NS
	n = 389, USA	.20**	NS	NS	.10*
Hsu et al. (2016)	n = 119, Taiwan	.35**	.32**
Islam and Azad (2015)	n = 185, Finland	.22* (indirect)	.30** (indirect)
Islam (2013)	n = 249, Finland	.50**	.22**
Lakhal (2019)	n = 61, Canada	NS	NS	NS	.66**
Lin et al. (2011)	n = 230, Taiwan	.34** (indirect)	.23** (indirect)
Mohammadyari and Singh (2015)	n = 34, New Zealand	.39**	NS	.32** (indirect)
Ouyang et al. (2017)	n = 234, China	.20*
Rodríguez-Ardura and Meseguer-Artola (2016)	n = 2530, Europe	.66** (indirect)	.14** (indirect)
Tarhini, (2017)	n = 366, Britain	.26**	.12*	.23**	NS
Wu and Zhang (2014)	n = 284, China	.58**	.65** (indirect)	.29** (indirect)
Wu and Zhang (2014)	n = 252, China	.47*	.32** (indirect)	.13** (indirect)
Yang et al. (2017)	n = 294, China	.29**	.33**

PE performance expectancy, EE effort expectancy, SI social influence, FC facilitating conditions. * p < 0.05, ** p < 0.01, NS: non-significant