System quality, technology acceptance model and theory of planned behaviour models: Agents for adopting blended learning tools

Abstract

There are declines in learning outcomes despite teacher’s efforts to attain the lesson goals and objectives. The application of technology in education paved way for constructive teaching and learning, which made the evaluative processes convenient. Hence, this study investigated system quality, technology acceptance model and theory of planned behaviour models as an agent to adopt blended learning tools. The sample used for the study was 1200 students from seven public higher institutions in Lagos State using a stratified sampling technique to select the students from their respective colleges. A seven-point Likert scale was used to collect data from the selected samples. SmartPLS3 was used to analyze the data using the bootstrapping method. It was found that system quality influences the perceived ease of use, perceived usefulness, attitude, subjective norms, perceived behavioural control towards intentions to use and culminated into actual usage of blended learning. Also, there is a strong mediating influence of system quality and the antecedents of technology acceptance model as against the theory of planned behaviour towards the actual usage of blended learning. Therefore, education institutions will have to create enabling classroom environment and quality blended learning tools which gives the facilitators the privilege to interact well with the learners and the subject matter without abrupt alteration of the lesson processes/procedures.

Perceptions of teacher competencies in a new higher education blended learning programme: An exploratory study

“…With the increasing need for effective learning environments, a major trend has been established towards the development of more student and teacher-friendly blended learning programmes in higher education (Castro, 2019, Ohanu et al, 2022. These programmes often employ both synchronous and asynchronous tools through a virtual learning environment, such as Blackboard Ultra or Moodle.…”

An Integrated Model to Assess EFL Learners' Online Learning Behaviour

“…Researchers combined the two models to explore students' acceptance of online learning systems (Kim et al, 2021;Thi et al, 2021;Ullah et al, 2022), intentions to participate in mobile learning with habit as an exogenous construct (Kumar et al, 2020) or with culture as a moderator (Zhao et al, 2021), and the relationship between self-awareness and intention to learn online (Yao et al, 2022). Ohanu et al (2022) combined the TAM and TPB to explore the influence of quality blended learning systems on students' skill improvement. The combined model was also used to investigate teachers' acceptance and use behavior of educational portals (Pynoo et al, 2012).…”

Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

“…The original TAM consists of four factors: perceived usefulness, perceived ease of use, attitude, and behavioral intention to use. More and more scholars extended the TAM model with adding new influencing factors (e.g., self-efficacy, and risk perception) or integrating multiple models to describe public acceptance to further enhance the predictability of the model ( Gallego-Gómez et al, 2021 ; Vladova et al, 2021 ; Chou et al, 2023 ; Ohanu et al, 2023 ). The integrated model has a stronger explanatory power for acceptance willingness, which is widely regarded as the main model for studying public acceptance ( Venkatesh et al, 2012 ).…”

“…A model based on the integration of the original TAM and multiple external latent variables (influencing factors) is more explanatory and is a common practice in studying public acceptance ( Ye et al, 2023b ). Regrettably, current research mainly focuses on the acceptance of information technology teaching and blended teaching methods ( Wu et al, 2010 ; Fathema et al, 2015 ; Teo et al, 2019 ; Long and Khoi, 2020 ; Gallego-Gómez et al, 2021 ; Ohanu et al, 2023 ), and research results cannot be fully applied to inquiry-based teaching methods. This is because the influencing factors and their paths (e.g., direct effect, indirect effect or mediating effect) to influence acceptance were different regarding different research objects.…”