Examining Beginners’ Continuance Intention in Blended Learning in Higher Education

ABSTRACT

Blended learning became unprecedentedly widespread due to the pandemic of COVID-19, especially in higher education. As a result, a lot of college students were beginners with this new technology-based learning method. The purpose of this study was to find out the key factors that impact beginners’ continuance intention in blended learning. The structural equation modeling was used to verify a model that integrates intrinsic goal orientation and academic self-efficacy into the Expectation-Confirmation Model of IS Continuance. A total of 342 college students who were the first time experiencing blended learning responded to the survey as beginners. The results showed that performance expectancy, intrinsic goal orientation, and satisfaction significantly impacted beginners’ continuance intention in blended learning. Meanwhile, performance expectancy, intrinsic goal orientation, and confirmation significant impacts on their continuance learning intention through mediating variable satisfaction. Academic self-efficacy didn’t directly impact college students’ continuance learning intention significantly, but it can indirectly impact continuance intention through intrinsic goal orientation. In the end, this study put forward several guidelines for educators of improving beginners’ blended learning experience to increase their continuance intention. © 2021, Springer Nature Switzerland AG.