The proliferation and advance of Internet-based technologies create expanded opportunities for educators to provide students with better learning experiences. Although current studies focus mostly on the learning processes and learning outcomes, this article examines the students' usage behaviour with Internet-based learning technologies across time. A research model of continued usage of Internet-based learning technologies was developed by extending the information systems (IS) continuance model. Specifically, the research model attempted to explain the fact that frequently performed behaviours tend to be automatic over time, and habit was posited as a moderating effect on determining student's continued use of the Internet-based learning technologies. The proposed research model was empirically validated using a longitudinal survey of the use of Internet-based learning technologies among student subjects. The research model explained 20% of the variance in IS continuance usage and 50% of the variance in IS continuance intention. Habit was found significantly moderating the relationship between IS continuance intention and IS continuance usage. The article concludes with a discussion on the implications of results for research and practice. (Contains 6 tables and 3 figures.)