FACTORS INFLUENCING BEHAVIOURAL INTENTION TO USE THE INNOVATIVE OPEN AND DISTANCE LEARNING SYSTEMS WITH THE ROLE OF CONTINUANCE INTENTION

Abstract

Educational institutions have extensively used the groundbreaking features of Open and Distance Learning (ODL) programs to manage Continuous Professional Development (CPD) for teachers over the last few decades. Despite the importance of educational technology, most research has concentrated on initial adoption, with few attempts made to examine factors affecting teachers' continued intention to use the new functions of ODL systems. This research enhances the scholarly direction by presenting a combined model encompassing UTAUT (Unified Theory of Acceptance and Use of Technology), ECM (Expectation Confirmation Model), and TTF (Task Technology Fit). Statistical data gathered from 393 secondary school educators in Bangladesh who engage with ODL systems was used to validate the suggested model. The validation process employed the PLS-SEM technique. Based on the results of this study, performance expectancy, teacher satisfaction, and social influence emerge as key drivers that positively impact continuous intention. This continuous intention influences the behavioural intention to explore fresh features within the ODL tools. Moreover, Continuous Intention, Performance Expectancy, and Effort Expectancy indirectly Behavioural Intention. The study also reveals that facilitating conditions do not play a role in shaping behavioural intention. Task technology fit does not affect continuity intention. The potential implications and constraints of this research are further elaborated.