Examining key factors of beginner's continuance intention in blended learning in higher education.
J Comput High Educ
; : 1-18, 2022 May 26.
Article
in English
| MEDLINE | ID: covidwho-1943241
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.
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Type of study:
Observational study
Language:
English
Journal:
J Comput High Educ
Year:
2022
Document Type:
Article
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