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                <text>Purpose – This paper investigates the moderating-mediation roles of synchronous and asynchronous&#13;
learning, as well as virtual self-efficacy between digital learning space experience and continuous use among&#13;
learners in Ghanaian institutions of higher learning.&#13;
Design/methodology/approach – A convenience sampling technique was used in the selection of 604&#13;
students who answered questions on digital learning space experience, synchronous and asynchronous&#13;
learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study&#13;
employed regression analysis to measure the hypothesized paths.&#13;
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experience and learner continuous use, but the mediating effect of synchronous learning between digital&#13;
learning space experience and learner continuous use was not significant. Further, virtual self-efficacy&#13;
significantly moderates the mediated relationship between asynchronous learning and learner continuous use,&#13;
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