Learners’ Continuous Use Intention of Blended Learning: TAM-SET Model

Xiulan Chen, Xiaofei Xu, Yenchun Jim Wu*, Wei Fong Pok

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

3 引文 斯高帕斯(Scopus)

摘要

Blended learning (BL) combines online and face-to-face teaching and learning and is thought to be an effective means to cultivate learners’ sustainability literacy. The success of BL relies on learners who take the initiative to participate in the learning process. Therefore, this study aims to examine learners’ acceptance of the BL system. The technology acceptance model (TAM) and the self-efficacy theory are combined to construct a systematic model to determine the learners’ continuous intention to adopt BL. Seven constructs are identified, i.e., course quality (CQ), technical support (TS), perceived usefulness (PU), perceived ease of use (PEOU), satisfaction (SE), self-efficacy (SE), and behavioral intentions (BI). A survey was conducted using a close-ended questionnaire, and 461 valid responses were collected from Huaqiao University’s undergraduate students. Covariance-based structural equation modelling was performed. The empirical findings show that except for the hypothesis regarding the connection between PU and PEOU, all the other hypotheses are verified. CQ stands out as having the greatest positive effect on PEOU, which highlights the importance of CQ for BL. The study also confirms that PU significantly impacts SA, SE, and BI, and both SA and SE significantly influence BI. Based on these results, some suggestions are provided for educators and administrators as to how to better design BL systems to strengthen sustainability education.

原文英語
文章編號16428
期刊Sustainability (Switzerland)
14
發行號24
DOIs
出版狀態已發佈 - 2022 12月
對外發佈

ASJC Scopus subject areas

  • 電腦科學(雜項)
  • 地理、規劃與發展
  • 可再生能源、永續發展與環境
  • 建築與營造
  • 環境科學(雜項)
  • 能源工程與電力技術
  • 硬體和架構
  • 電腦網路與通信
  • 管理、監督、政策法律

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