Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit Wen-Shan Lin a, * , Chun-Hsien Wang b,1 a No. 580, Sinmin Rd., Department of Management Information Systems, National Chiayi University, Chiayi 600, Taiwan, ROC b No. 580, Sinmin Rd., Department of Bio-industry and Agribusiness Administration, National Chiayi University, Chiayi 600, Taiwan, ROC article info Article history: Received 22 June 2010 Received in revised form 20 June 2011 Accepted 20 July 2011 Keywords: Improving classroom teaching Teaching/learning strategies abstract The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at investigating the critical features the e-learning system can provide in assisting learning. Both quantitative (survey) and qualitative (focus group interview) methods are applied in this paper. Results reveal that the information quality and task-technology fit influence the confirmation of system acceptance. Perceived usefulness and system satisfaction have major impacts on continuance intentions. Notions from contingency theory are used to interpret these findings. Ó 2011 Elsevier Ltd. All rights reserved. 1. Introduction Blended learning instruction has been widely adopted by universities that utilize online learning platforms (Akkoyunlu & Soylu, 2008; Lim & Morris, 2008). The learning environment is not only available in face-to-face settings but also in contexts in which instructional materials are available electronically or through the Internet. In blended learning instruction, the online-learning system is regarded as a self-learning platform for learners to collaborate in learning. However, the literature regards as scarce the antecedences of the continued usage of the e-learning system. It is revealed that an e-learning platform facilitates collaborative learning, knowledge co-construction and relationship building (Njenga & Fourie, 2008). The present study views an e-learning platform as a medium that assists learners to gather/ construct/share knowledge. Perceived task-technology fit and system success factor are selected as major antecedences in this study for investigating their links with continued to use intention. This study takes the blended learning as the main theme. Blended learning combines two methods in teaching: face-to-face class teaching and e-learning based on the web-based computer teaching platform. Students can utilize the e-learning system for retrieving teaching-materials; get informed of the class-related information; transferring knowledge with respect to course works and related topics. This study introduces the concepts of task-technology fit, information system (IS) success model and contingency theory to investigate factors that keep learners utilizing e-learning system. Perceived task-technology fit is applied in this study based on the model of task-technology fit (TTF) (Goodhue & Thompson, 1995). TTF is proven applicable in the case of blended learning instruction (Akkoyunlu & Soylu, 2008) and been referred as an important factor in mediating computer-assisted learning environment between technology adaptation, the e-learning environment in our case, for assisting learning (McGill & Hobbs, 2008). System success factor is applied based on DeLone & McLean’s IS success model (2003). The IS success model has been widely tested in investigating user satisfaction in IS domain (Fornell, Johnson, Anderson, Cha, & Bryant, 1996; Petter & McLean, 2009). By introducing these constructs, it is aimed to link the e-learning system adaptation with the system success factors to e-learning system acceptance and continued to use intentions. Nevertheless, the contingent theory is applied to classify internal and external that may link with learning behavior. Factors that are relevant to influence IS success (e.g. as the e-learning system in this case) and perceived fit (e.g. * Corresponding author. Tel.: þ886 52732895; fax: þ886 5 2840929. E-mail addresses: wslin66@gmail.com (W.-S. Lin), chwang@mail.ncyu.edu.tw (C.-H. Wang). 1 Tel.: þ886 52732880. Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu 0360-1315/$ – see front matter Ó 2011 Elsevier Ltd. All rights reserved. doi:10.1016/j.compedu.2011.07.008 Computers & Education 58 (2012) 88–99