Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives

Virtual learning system (VLS) is an information system that facilitates e-learning have been widely implemented by higher education institutions to support face-to-face teaching and self-managed learning in the virtual learning and education environment (VLE). This is referred to a blended learning instruction. By adopting the VLS, students are expected to enhance learning by getting access to course-related information and having full opportunities to interact with instructors and peers. However, there are mixed findings revealed in the literature with respect to the learning outcomes in adopting VLS. In this study, we argue that the link between the precedents of leading students to continue to use VLSs and their impacts on learning effectiveness and productivity are overlooked in the literature. This paper aims to tackle this question by integrating information system (IS) continuance theory with task-technology fit (TTF) to extend our understandings of the precedents of the intention to continue VLS and their impacts on learning. By doing it, factors of technology-acceptance-to-performance, based on TAM (technology acceptance model) and TTF and post-technology-acceptance, based on expectation–confirmation theory, models can be included to test in one study. The results reveal that perceived fit and satisfaction are important precedents of the intention to continue VLS and individual performance. Later, a discussion and conclusions are provided. This study sheds light on learning system design as assisted by IS in VLE and can serve as a basis for promoting VLS in assisting learning.

► Virtual learning system (VLS) is an information system that facilitates e-learning.
► Theories of information system (IS) continuance and task-technology fit (TTF) are applied.
► Perceived fit and satisfaction are revealed as important in adopting VLS.