International Journal of
Information and Education Technology

Abstract

This study aims to identify the factors that influence adult learners’ perceived satisfaction, continued use, and benefits of online learning to seek ways to promote adult learners’ success in online learning. The study integrated multiple theoretical frameworks, including the Information System Success (ISS) Model, Expectation Confirmation Model for Information Systems Continuance (ECM-ISC), Technology Acceptance Model (TAM), and Technological Pedagogical Content Knowledge (TPACK) to develop a theory of Online Learning (OL) success for adults. The proposed model emphasizes the utilization of technology to enhance pedagogical practices for the delivery of online content. A total of 675 adult learners were randomly selected from five learning centres at a provincial branch of the Open University of China in Southwest China. This quantitative research study utilized Partial Least Squares-Structural Equation Modeling (PLS-SEM) for data analysis. Analysis of the results indicated that TPACK’s impact was more clearly perceived by the adult learners in this study. Further study needs to expand the scope of this investigation and verify the effectiveness and reliability of the model. The model of adult online learning success in Southwest China is the first integrated model combining TPACK theory with the Information System Success (ISS) Model, Technology Acceptance Model (TAM), and Expectation Confirmation Model (ECM). Future studies should explore teacher and administrator perspectives to determine the success factors of adult online learning from a multi-faceted approach.