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An E-learning system is a web-enabled information system (which uses a browser to activate its access) in which learning content is shared among learners irrespective of their location and time (Lashayo, 2020). E-learning systems are continuously adopted worldwide in higher learning institutions to supplement traditional learning systems. Like other information systems, its adoption rate is higher in developed countries than in developing countries. For example, in the United States of America, the rate is 75% compared to Tanzania, where the rate is 46% (Lashayo & Johar, 2017). Further statistics indicate that the rate of global adoption of e-learning systems is 65%, of which in developing countries it is recorded at 52%, and Africa, in particular, is 49% (Aparicio, Bacao, & Oliveira, 2016; Isaacs, & Hollow, 2012; Unwin et al., 2010). These statistics show that everywhere e-learning systems are being used.
However, the success of an e-learning system does not depend on its initial acceptance but rather on its continuous use (Sørebø, Halvari, Gulli, & Kristiansen, 2012; Bøe, Sandvik, & Gulbrandsen, 2020). In this regard, there is a need to investigate what and how e-learning systems need for their settings to be continually used in higher learning institutions (Bøe, Sandvik, & Gulbrandsen, 2020). According to Nabavi, Taghavi-Fard, Hanafizadeh, and Taghva (2016), there is steady interest in studying the continuity of use of Information Systems (IS). However, recently, on the geographical distribution of IS studies, the record shows that there is limited study in Africa, compared with other continents, where records show that about 66% of the studies are conducted in Asia, 22% in America, 11% in Europe, and 1% in Oceania. This implies a strong need to investigate IS continuity use in Africa, particularly in e-learning systems.
Over the years, studies on e-learning systems’ intention to accept and evaluate e-learning systems have been on the agenda, especially in developing countries in Africa. For example, in Tanzania, there were several studies by Lashayo (2020), Mtebe and Raisamo (2014), and Lwoga and Komba (2015), whereas, in Kenya, there were studies by Kipkirui (2014), Ngamau (2013), and Obel (2018). Few researchers have taken a step further investigating the long-term acceptance of these e-learning systems in developing countries and Tanzania. The fact that COVID-19 cases are still being reported in significant numbers may suggest that the use of e-learning systems might grow and become an alternative or rather the best supplement to the traditional learning environment.
In terms of investments in these e-learning systems in Tanzania, the records show that since 2011, Tanzania has been systematically increasing its investment in e-learning systems (Adkins, 2013). For instance, in 2011, there was a total of investment worth $4.9 million in e-learning systems in the country; this figure was up to the sum of $11.73 million in 2016, which is a massive investment considering the relatively weak economic power of Tanzania (Adkins, 2013). Most adopted e-learning systems are deployed in public-owned higher learning institutions; therefore, the public will be interested in long-term acceptance (intention to continue use) of e-learning systems, considering such an investment.