Understanding the Effects of University Students' Interaction on Online Learning Continuance Intention H7: There is a difference in online learners' per- ceived usefulness, learner-instructor interac- tion, learner-learner interaction, satisfaction, and continuance intention within different prior-experience groups. Fulford, and Zhang (1998). Three items to measure online learning satisfaction was adopted from Arbaugh (2000), Marks et al. (2005), and Roca et al. (2006). Finally, two items to measure online learning continuance intention were selected from Roca et al. (2006). RESEARCH METHODOLOGY Data Collection The researcher first contacted the online learning institutions from two academic institutions in the southeastern United States in order to get the permission and relevant information to collect the data. The online survey was utilized to gather the data due to its convenience and economy. Moreover, online learning students could tend to prefer taking online survey. 122 online learning students from two academic institutions joined Data Analysis and Results In order to determine whether there were any potential factors in this study, the Exploratory Factor Analysis (EFA) and SPSS 14 software were utilized to analyze the data. This study adopted the measurement of the Kaiser-Meyer- Olkin (KMO) to assess the sampling adequacy, and the Bartlett's Test of Sphericity to examine the factorability of data. The KMO value of 0.864 indicated the adequacy of sampling. The value of Bartlett's Test of Sphericity (2133.843; d.f. = 136; p< .001) also revealed that the data was suitable