Fauziah, Astrid Puspaningrum, Fatchur Rochman, Raditha Dwi Vata Hapsari
The rapid expansion of online course platforms in Indonesia has transformed access to education but has also raised a persistent challenge—how to sustain learners’ continued usage over time. Although prior studies have investigated continuance usage intention using single theoretical perspectives such as the Technology Acceptance Model, Unified Theory of Acceptance and Use of Technology, or Expectation–Confirmation Model, fragmented approaches have limited comprehensive understanding of post-adoption behavior. This conceptual paper proposes an integrated framework that synthesizes four theoretical foundations to explain the psychological, technological, and social determinants of continuance usage intention in the Indonesian online course platform. The proposed framework highlights the mediating roles of attitude and satisfaction, driven by perceived usefulness, perceived ease of use, perceived enjoyment, and social influence. It further posits that users’ intrinsic motivation and flow experience are critical for sustaining engagement beyond initial adoption. This integrated model contributes to educational technology literature by bridging cognitive evaluation, social influence, and affective engagement dimensions into a unified structure. The framework also provides actionable insights for platform developers, educators, and policymakers to design strategies that enhance learner retention and long-term participation in online education. Future empirical studies are recommended to validate and refine this model within diverse e-learning ecosystems in Indonesia. © Authour(s) OIDA International Journal of Sustainable Development, Ontario International Development Agency, Canada.
Faculty of Economics and Business, Universitas Brawijaya, Malang, Indonesia
