Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Weblogs (or blogs) are increasingly being used in higher educational contexts. Not much is known about the factors that influence students’ continued usage intention of weblogs. This study uses the expectation-confirmation model (ECM) as its background theoretical framework, and explores the roles of antecedent factors of perceived fit and perceived individual learning support in the research model. A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject matter were formulated and tested. The partial least squares (PLS) technique was used for data analysis. The results strongly support the proposed hypotheses, indicating that perceived fit, perceived individual learning support, perceived usefulness, confirmation, and satisfaction have positive effects on students’ continued usage intentions of Weblogs. The findings of this study have practical and theoretical implications, which are succinctly discussed, and suggestions for future research outlined.

International Journal of Educational Technology in Higher Education