ArticleJournal of computing in higher education2023
Understanding Chinese teachers' informal online learning continuance in a mobile learning community: an intrinsic-extrinsic motivation perspective.
Article in Journal of computing in higher education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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7 citing papers in PubMed.
- Determinants of Learners' Continuance Intention in Informal Video Learning: Evidence from YouTube.Behavioral sciences (Basel, Switzerland) · 2026Article
- Research on factors influencing teaching staff's continued use intention of AIGC tools: based on structural equation modeling and artificial neural networks.Scientific reports · 2026Article
- Linking digital teaching management platform quality to perceived net benefits: a hybrid SEM-LPA study in university sports club-based teaching.Frontiers in psychology · 2026Article
- Exploring the determinants on continuance participation of college students toward blended learning: the stimulating role of course characteristics and instructor support.Frontiers in psychology · 2025Article
- Article
- Continuance intention and digital health resources from the perspective of elaboration likelihood model and DART model: a structural equation modeling analysis.Frontiers in public health · 2024Article
- The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence.Frontiers in psychology · 2023Article
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Abstract
While extensive studies on informal online learning have been well documented to afford teachers' collaborative learning and knowledge sharing, little is still known about their motivational factors regarding the continuance intention of informal online learning. To this end, an extended expectation confirmation model (ECM) was proposed including intrinsic and extrinsic motivation. The proposed research model and several hypotheses were empirically evaluated using questionnaire surveys with the valid data collected from 231 Chinese in-service teachers in the shared mobile learning community. The results consolidate the appropriateness of the extended ECM to explain teachers' informal online learning continuance. Specifically, satisfaction is the major determinant of continuance intention, followed by perceived usefulness and intrinsic motivation. In addition, extrinsic motivation positively predicts perceived usefulness and confirmation. The results of this study provide some theoretical and practical implications into in-service teachers' continuance intention of informal online learning.
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