摘要：AbstractE-learning has received a considerably research attention recently because it becomes part of learning patterns for many tertiary educations. Recently, Lee (2010) examined the users’ satisfaction (SAT) with, and continuance intention (CI) of e-learning based on the expectation-confirmation model (ECM), and reported that the ECM factor of post-adoption expectation (PAE) (i.e., perceived usefulness of e-learning) can be explained by TAM and TPB models. This paper examines the ECM factor of PAE be explained by students’ post-adoption experiences in e-learning. Four key quality assurance factors (i.e., learning process, tutor interaction, peer interaction, and course design) are proposed to expand the understanding of students’ experience in e-learning. The proposed research model is validated empirically using survey method including a sample of 100 university students in Hong Kong. Structural equation modelling using Smart PLS 2.0 is conducted to examine the research model. The results demonstrate that students’ confirmation of using e-learning has a direct impact to our proposed four factors. Of these four factors, learning process and course design are the only two factors that have a direct influence on both SAT and CI. It is, however, interesting to note that tutor interaction and peer interaction do not play a role to predict students’ SAT with and CI of e-learning. The academic and practical implications of this study are discussed.
