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

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

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