People need to feel competent and autonomous to maintain their intrinsic motivation. Previous studies have shown that teachers’ perceived level of e-learning competence has positive effects on their perceived level of usefulness, ease of use, and intrinsic motivation (enjoyment)
The online learning platform could provide the new opportunities for those disadvantage students in rural area to learn and acquire knowledge without limitation of time and space. Online tutoring system provides a channel to delivering the educational resources to fulfill those students in needs (Huang, Liu, and Sung, 2011).
the e-tutoring system provided an e-learning platform that tutors and learners could communicate and interact with each other synchronously in real time without distance limitation.
As more and more e-tutors participated in the Government funded programs and projects for digital divide remediation, more researchers have devoted their efforts to explore the factors that would influence the success of e-tutoring.
Students in rural and remote areas fail to receive as much educational resources as students in the cities. The online learning platform could provide the new opportunities for those disadvantage students in rural area to learn and acquire knowledge without limitation of time and space.
Previous studies have adopted social presence as one of the most influential factors that would affect users’ continuance intention towards using internet related technologies, such as Twitter(Park & Lee, 2010), social networking services (Sun, Lin, Peng, and Barnes, 2014), as well as cloud services (Huang, 2016).
Davis et al. (1992) found that enjoyment, serves as the intrinsic motivation, and extrinsic motivation (usefulness) were the key determinants of behavioral intention to use computers.
Social influence refers to users’ attitudes, thoughts, or decisions influenced by others when they participate in a social system (Cheng, 2014; Huang, 2015).
Enjoyment, as the most self-determined form of intrinsic motivation, refers to a kind of human action that is motivated by interest, enjoyment, pleasure, and satisfaction generated by the activity itself (Ryan & Deci, 2000).
Competence, as the concept similar to self-efficacy, refers to the desire to feel confidence in attaining valued outcomes. A need for competence among e-tutors reflects their desire to be effective in their utilization of the tools of e-tutoring system provided.
Based on the assumptions of SDT, perceived autonomy in connection with an activity increases self-determined types of extrinsic and intrinsic motivation.
Self-Determined Theory emphasizes three basic psychological needs: the need for relatedness, competence and autonomy are the keys to determine whether people are inherently intrinsic motivators or the internalization of more self-determined types of extrinsic motivators.
Proposed by Gagne & Deci (2005), the Self-Determination Theory (SDT) posited intrinsic and extrinsic motivation as the core elements, which can account for the reasons for people to carry out an activity as intrinsic motivator (i.e. genuine interest and enjoyment), or extrinsic motivator (spectrum of four intermediate regulations).
As Huang (2016) indicated that the social and technological factors could play as vital determinants of users’ intention to continue using IS, such as cloud service. Research findings have proved that perceived of usefulness and perceived ease of use were critical factors that influence users’ continuance intention to use e-learning system (Roca & Gagne, 2008; Smith &am
For more than a decade, the IS continuance model has been adopted and modified to explore the users’ continuance intention in using technologies in different fields, such as workplace (Roca & Gagne, 2008), smartphone for e-learning (Shin, Shin, Choo & Beom, 2011; Tao, Cheng, & Sun, 2009), teacher’s professional development (Smith & Sivo, 2012), as well as cloud se
Proposed by Bhattacherjee (2001), IS continuance intention refers to the degree to which a person is willing to continue using an information system. The IS continuance model assumed that users’ pre-acceptance expectations are confirmed after a period of initial use, then along with the perceived usefulness developed, their perceived satisfaction with the IS will be enhanced, whi