Modeling the continuance usage intention of online learning environments G € okhan Da  ghan * , Buket Akkoyunlu Hacettepe University, Faculty of Education, Department of Computer Education and Instructional Technology, 06800, Beytepe, Ankara, Turkey article info Article history: Received 3 October 2015 Received in revised form 14 February 2016 Accepted 16 February 2016 Available online xxx Keywords: Continuance usage Information systems Information quality Online learning environments Service quality System quality abstract This study focused on the continuance usage intention toward online learning environments and also proposed and empirically tested an integrated model to better understand the determinants of students’ continuance intention to use these environments. For this purpose, variables which may have an effect on the continuance usage intention were examined and an “online continuance usage intention model” was revealed. When the variables of the hypothetical model were determined, Technology Continuance Theory, Information Systems Success Model, Cognitive Model and Information Systems Expectation Confirmation Model have been practiced on. Empirical data from 467 public university students who had used an online learning environment for the first time were tested against the proposed research model by using path analysis. The results indicated that, confirmation of the usage of online learning envi- ronments could be explained by information quality, system quality and service quality variables. 63% of the variance of the satisfaction variable was explained by information quality, system quality, service quality, confirmation, utilitarian value, outcome expectations and perceived value. Research results confirmed the propounded constructs of Information Systems Success Model and Information Systems Expectation Confirmation Model. In line with the obtained findings and results, some of the various suggestions were provided for the next studies and implementations. © 2016 Elsevier Ltd. All rights reserved. 1. Introduction Continuous expansion of online learning, with the help of unique and interesting learning platform designs and activities, has led to enhancements in student learning processes. Interaction and communication patterns within these environments are different from face-to-face learning environments (Symeonides & Childs, 2015); students learn in a diverse environment through varied modes of participation. On the other hand, various types of communication styles, such as studenteinstructor communication, studentestudent communication and student-communities’ communication, are considered about these learning environments (Hung & Chou, 2015; Sharma, Joshi, & Sharma, 2016) and learners have discussions with teachers/instructors and other learners through the use of synchronous and asynchronous communication tools (G€ okçearslan & Alper, 2015; Shukor, Tasira, & Van der Meijden, 2015). To understand online behaviour, researchers are concentrated on conventional media behaviour and also new aspects which are applicable to virtual environments (Esteban-Millat, Martínez-L opez, Huertas-García, Meseguer, & Rodríguez-Ardura, 2014). There are various studies in the literature of this area which emphasise that active student participation in effectively designed online courses is important for the success of these learning environments (Bourelle, Bourelle, Knutson, & Spong, 2016; Harasim, Hiltz, Teles, & Turoff, 1995; Hranstinski, 2009; Mandernach, Gonzales, & Garnett, 2006; Masters & Oberprieler, 2004; McKavanagh, Kanes, Beven, Cunningham, & Choy, 2002; Sutton, 2001). There are also a number of studies on the effectiveness of synchronous or asynchronous tools used in environments where adequate participation and interaction are ensured (Cheng, Par e, Collimore, & Joordens, 2011; Shana, 2009). However, in order to ensure effective participation in online learning environments, students must spend adequate time in the environ- ment, participate actively and interact with both the teacher and the other students. You and Kang (2014) emphasized that unsuccessful online learners do not allocate enough time and effort within these learning environments. To enhance online learning, it is necessary to enhance online learner participation in online learning environ- ments (Hranstinski, 2009). € Oncü and Çakır (2011) mentioned that improving cooperation and communication among online learners * Corresponding author. E-mail addresses: gokhandaghan@gmail.com, gokhand@hacettepe.edu.tr (G. Da ghan), buket@hacettepe.edu.tr (B. Akkoyunlu). Contents lists available at ScienceDirect Computers in Human Behavior journal homepage: www.elsevier.com/locate/comphumbeh http://dx.doi.org/10.1016/j.chb.2016.02.066 0747-5632/© 2016 Elsevier Ltd. All rights reserved. Computers in Human Behavior 60 (2016) 198e211