ABSTRACT
Purpose: The objective of this research is to examine determinants of behavioral intention to use online learning among students in a higher vocational collage in China;including perceived ease of use;perceived usefulness;attitude;trust and satisfaction. Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) were the fundamental theories of this study. Research design;data and methodology: A quantitative approach was used to distribute questionnaire to 500 third-grade students in Tianfu Vocational College of Chengdu. Purposive sampling;stratified random sampling;and convenience sampling were employed. After the data collection;confirmatory factor analysis (CFA) and structural equation model (SEM) were accounted to analyze the data in measurement and structural models;measuring factor loading;reliability;validity and model fit. Results: Perceived ease of use had the strongest influence on perceived usefulness;followed by perceived ease of use on attitude;attitude on behavioral intention;and perceived usefulness on behavioral intention. In opposite;the non-supported relationships were perceived usefulness and attitude;trust and satisfaction;and satisfaction and behavioral intention. Conclusions: The findings implied that academic researchers and education's stakeholders should emphasize ease-of-use and benefits of using an online learning system that can help students' learning experience to be more conveniently and effectively.