The Theory of Planned Behavior is widely used to predict human behaviors in many disciplines. According to the Theory of Planned Behavior, Attitude towards the target behavior, Subjective Norms about engaging in the behavior and Perceived Behavior Control influence intention. In addition, an individual's display of a certain behavior is determined by his or her intent to perform that behavior. This chapter describes the origin and history of the Theory of Planned Behavior, its purpose, its limitations and its applications in order to examine acceptance, adoption, use, and continuance of use of Information Systems and services.

The Theory of Planned Behavior is widely used to predict human behaviors in many disciplines. According to the Theory of Planned Behavior, Attitude towards the target behavior, Subjective Norms about engaging in the behavior and Perceived Behavior Control influence intention. In addition, an individual's display of a certain behavior is determined by his or her intent to perform that behavior. This chapter describes the origin and history of the Theory of Planned Behavior, its purpose, its limitations and its applications in order to examine acceptance, adoption, use, and continuance of use of Information Systems and services.

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The main purpose of this study was to evaluate students’ perception of blended learning instructional design in a Higher Education Institution (HEI) in the Sultanate of Oman. A course in a bachelor degree was offered using blended learning instructional mode, and students’ feedback was obtained on the impact of blended learning. The study was conducted in Ibra College of Technology, one of the seven colleges under the Ministry of Manpower in the Sultanate of Oman. A course in Business Strategy and HR Management was offered during Summer 2016 using a combination of traditional and online instructional design. A structured questionnaire was administered at the end of the semester to solicit feedback from students. The results of the study highlighted a positive attitude among students towards blended learning courses. The research stressed the requirements for proper infrastructure, training and development initiatives for staff and students, shift to a more focused practical assessment methods to measure the graduate attributes. Student engagement, learner autonomy, connection of learning to real life environments and flexibility all appeared to benefit from the blended learning course.