Examining key factors of beginner’s continuance intention in blended learning in higher education

Abstract

With the outbreak of the COVID-19 pandemic, blended learning became exceptionally widespread, especially in higher education. As a result, many college students became beginners in this learning method. To identify key factors that impact beginners’ continuance intention in blended learning, this study surveyed 1845 first-year college students at a university in central China in the falls of 2020 and 2021 who used blended learning for the first time. Structural equation modeling was employed to verify a model that integrates intrinsic motivation and academic self-efficacy in the Expectation-Confirmation Model of Information System Continuance. The results show that performance expectancy, intrinsic motivation, and satisfaction significantly impact beginners’ continuance intention in blended learning. Moreover, performance expectancy, intrinsic motivation, and confirmation significantly impact beginners’ continuance intention through mediating variable satisfaction. Academic self-efficacy does not directly impact college students’ continuance intention but indirectly impacts their continuance intention through intrinsic motivation. Finally, this study provides suggestions for educators to improve beginners’ blended learning experience thus promoting their continuance intention in blended learning.

Assessing quality of online learning platforms for in-service teachers’ professional development: The development and application of an instrument

“…Second, more significant improvements in the teacher learning experience can be generated when the design style, tool functions, operation efficiency, and teaching methods of the platforms are optimized. These findings corroborate the previous studies that examined key factors on continuance intention in technology-assisted learning (Yang et al, 2022) and technological barriers to learning outcomes (He and Yang, 2021).…”

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

“…The items should be removed if IOC score lower than 0.5 level rating [ 30 ]. At last, 25 items (4 items mearing perceived usefulness [ 12 , 31 , 32 ]; 4 items mearing Satisfaction [ 31 , 33 , 34 ]; 4 items mearing Confirmation [ 35 , 36 ]; 4 items mearing Self-efficacy [ 36 – 38 ]; 5 items mearing Information Quality [ 31 , 39 , 40 ]; and 4 items mearing Continuance Intention [ 36 , 41 , 42 ] were validated shown as Table 1 . In need of special note that the attention check question (IQ1*) of which meaning was opposite to the IQ1, i.e., “B-learning doesn’t provide me sufficient contents I want” was designed to filter invalid respondents who were randomly choosing the answer without reading contents [ 43 ].…”

Students’ continuance intention to use MOOCs: empirical evidence from India

“…Similarly, Rahmania et al, (2022) studies students' continuance intention towards e-learning and they investigated all hypotheses of ECM and could establish significant results in case of all except the influence of perceived usefulness on satisfaction. However, Yang et al, (2022) examined the continuance intention of beginners in higher education in blended learning and found significant result for all hypotheses of ECM. Lee (2010) continued with ECM to study continuance intention in e-learning and the findings confirmed the significant influence of satisfaction, perceived usefulness, concentration, subjective norm, attitude, and perceived behavioural control on continuance intention.…”

“…It states that the confirmation of past expectations will increase the user's perceived usefulness and vice versa. Since the ECM model has been thoroughly covered in the literature (Bhattacherjee, 2001a, b;Bhattacherjee & Premkumar, 2004;Dai et al, 2020;Ouyang et al, 2017;Yang et al, 2022;Rahmania et al, 2022;Suriazdin et al, 2022;Nong et al, 2022;Lee, 2010;Gupta et al, 2020;Malik & Rao, 2019;Jin et al, 2010), the current study just briefly summarises the theory. The conceptual model (Fig.…”