Purpose
This paper aims to explore the switching intention and behaviour of cloud storage services (CSS) individual users in China by integrating the variables of switching cost and habit into the expectation disconfirmation theory.
Design/methodology/approach
Based on 419 valid responses, structural equation modelling was used to examine the research model.
Findings
The results indicated that perceived usefulness and expectation disconfirmation have a positive and negative effect on user satisfaction, respectively. While expectation disconfirmation has a negative impact on perceived usefulness, user satisfaction positively affects users’ habit and switching cost. At the same time, switching intention is affected significantly and negatively by perceived usefulness, user satisfaction, as well as switching cost, where in switching intention and habit can commendably predict switching behaviour. The results can guide for CSS providers on how to successfully retain users in the competitive CSS market.
Originality/value
Previous researches have investigated the effects of perceived usefulness, switching cost and user traits on CSS adoption and continuance intention, as well as behaviour; they neglected the antecedents of switching cost and the effect of user habit on them. Additionally, relatively few studies have been devoted to an empirical examination of the switching behaviour from a particular CSS product to its rival products at the individual user level. This research tries to fill these gaps.
This article reports on a 5‐year study of a technology‐enhanced educational reform initiative at a university in eastern China. A faculty team attempted pedagogical and curricular reform to better prepare English majors to use new technologies for international communication, collaboration, and research. The team developed several project‐based courses and incorporated technology into traditional lecture courses. Within a broader study of the reform program, two project‐based courses were examined using participant observation, interviews, surveys, and text analysis. The project‐based instruction improved learning processes and outcomes by increasing authentic interaction, allowing learners greater autonomy, and providing content more relevant to students' lives and careers. However, few faculty were willing to teach project‐based courses because such instruction demands a great deal of time and effort and because student‐centered learning clashes with more traditional norms and incentives in Chinese higher education. The study concludes by assessing the reform effort's overall gains and shortcomings and its implications for future educational restructuring in China.
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