The aim of this study was to verify if technological factors have an influence on persistence in online courses. A theoretical model encompassing seven variables was tested, some of them borrowed from the Unified Theory of Acceptance and Use of Technology: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude, anxiety and persistence in online courses. Three moderating variables (gender, age and prior online course experience) were also considered in the analyses. Data were collected among a sample of 430 students using an online questionnaire. The obtained results strongly support 6 of the 9 research hypotheses for the proposed model. Correlations revealed significant associations between persistence in online courses on the one hand and performance expectancy, effort expectancy, social influence, facilitating conditions, attitude, and anxiety on the other hand. A series of multiple linear regressions examined the predictability of persistence in online courses by the technological factors considered in the study for the whole sample, and for each gender, age and prior online course experience group. They showed that these factors explained 18.9% to 45.7% of the variability in persistence in online courses. The discussion focuses on how different technological factors explain persistence.

这项研究的目的是验证技术因素是否对在线课程的持久性有影响。测试了一个包含七个变量的理论模型，其中一些借鉴了“接受和使用技术的统一理论”：绩效期望，努力期望，社会影响，便利条件，态度，焦虑和网上课程的持久性。分析中还考虑了三个调节变量（性别，年龄和以前的在线课程经验）。使用在线调查表在430名学生的样本中收集了数据。获得的结果有力地支持了该模型的9个研究假设中的6个。相关性显示，一方面在线课程的持久性与预期绩效，预期工作量，社会影响力，另一方面，有利于条件，态度和焦虑。一系列多元线性回归通过研究中考虑的技术因素，针对整个样本，每个性别，年龄和以前的在线课程经验组，检查了在线课程持续性的可预测性。他们表明，这些因素解释了在线课程持续性差异的18.9％至45.7％。讨论的重点是不同的技术因素如何解释持久性。在线课程持续性差异的7％。讨论的重点是不同的技术因素如何解释持久性。在线课程持续性差异的7％。讨论的重点是不同的技术因素如何解释持久性。