Unveiling key factors for the continuation of E-learning adoption in blended learning environments within Indonesian higher education during the era of the ‘new normal’

Abstract

Indonesian higher education rarely employed e-learning until COVID-19. Many students tried online learning for the first time during the pandemic. After the pandemic ended in 2022, universities switched to blended learning, but student adaptation, system integration, and learning effectiveness remain challenges. This study examines these challenges and proposes strategies to enhance e-learning post-pandemic. Using the updated DeLone and McLean IS Success Model and the Expectation-Confirmation Model, it explores factors influencing students’ continued use of e-learning in blended learning. Data were gathered from 297 university students, surveyed electronically, who first experienced e-learning during the pandemic. Analysis was conducted using PLS-SEM. The findings indicate that satisfaction serves as the most significant predictor of ongoing e-learning utilization, with flow as the subsequent factor. Perceived usefulness does not directly influence continued use; however, it significantly contributes to system satisfaction. The quality of information is essential for enhancing the utility of systems. The findings corroborate previous studies, highlighting the significance of technology and service quality in improving user experience and engagement. The study provides actionable insights for universities to improve blended learning by emphasizing system reliability, utility, user support, information quality, and content. These factors are essential for enhancing student satisfaction and maintaining the sustainability of e-learning practices.

Keywords

• Blended-learning
• e-learning system
• continuance intention to use
• new normal
• information system success models
• Adult Education and Lifelong Learning