Examining Key Factors of Beginner's Continuance Intention in Blended Learning in Higher Education

Autor/inn/en	Yang, He; Cai, Jin; Yang, Harrison Hao; Wang, Xiaochen
Titel	Examining Key Factors of Beginner's Continuance Intention in Blended Learning in Higher Education
Quelle	In: Journal of Computing in Higher Education, 35 (2023) 1, S.126-143 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Harrison Hao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-022-09322-5
Schlagwörter	Blended Learning; Higher Education; Academic Ability; Self Efficacy; Learning Motivation; Information Systems; Intention; COVID-19; Pandemics; College Students; Learning Processes; Student Attitudes; Learning Experience; Foreign Countries; China + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation; Collegestudent; Learning process; Lernprozess; Schülerverhalten; Lernerfahrung; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01