**Hypothesis 4 (H4).** *The level of PEOU will not affect teachers' and students' CU*.

### *2.4. Perceived Organizational Support (POS)*

Organizational support theory has a close relation with how users perceive organizational feedback regarding the use of technology. Users' perceptions may vary in accordance with an organization's rewards, fairness, and supervisor support [42]. To put it differently, when users had a positive attitude towards their organization, they were more willing to pursue their intention to use its technology and vice versa. The organization has a crucial role in enhancing the use of technology by motivating users internally at the organizational level [44,66]. Related literature is guided by the fact that organizational support for use of technology has a high impact on teachers' and students' CU to adhere to computer technology, particularly in technical support [67–69]. In this respect, teachers and students may have different subjective perspectives of the role of educational institutions (colleges and universities) in creating a motivational atmosphere regarding the continuous use of technology. Hence, it is hypothesized that if teachers and students had a positive perception of organizational support (POS), they would support the continuous usage of the technology. Thus, the following hypothesis may be formed:

**Hypothesis 5 (H5).** *The level of POS support will positively affect teachers' CU*.

#### *2.5. Controlled Motivation (CTRLM)*

According to [43], students' intrinsic and extrinsic motivations can be dealt with in terms of a hieratical model in which three factors play an influential role: contextual, situational, and global factors. One of the motivations that have a massive effect on user perception is called Controlled Motivation (CTRLM), which refers to a source of negative perception that is illustrated by the pressure that students may be under, both internally and externally. This type of pressure may lead to maladaptive outcomes, which are, in turn, illustrated by a combination of negative effects, perceived incompetence, and dissatisfaction [44]. A more updated view regarding controlled motivation is given by [44], who proposed two different types within CTRLM: introjected and external regulation. Introjected regulation has a close relationship with an individual's behavioral engagement, such as obligation, avoidance of guilt, ego-enhancement, and internal rewards. On the other hand, external regulation affects behavior engagement, including compliance, external rewards, and avoidance of punishments.

**Hypothesis 6 (H6).** *Controlled Motivation negatively affects students' continuous intention to use e-learning platforms.*

#### *2.6. The Proposed Research Models*

Based on the review of previous studies, it has been noticed that most of the studies on continuous intention have focused on one model that has factors that may be crucial to teachers but not students [60,70]. Therefore, this study attempted to build two models that can meet both teachers' and students' continuous intentions to meet e-learning demands. The proposed research models rely on these hypotheses, as illustrated in Figures 1 and 2.

**Figure 1.** The e-learning technology model adopted for teachers. Note: H1–5 = Hypotheses 1–5.

**Figure 2.** The e-learning technology model adopted for students.
