Learners’ Continuous Use Intention of Blended Learning: TAM-SET Model

Xiulan Chen, Xiaofei Xu, Yenchun Jim Wu () and Wei Fong Pok
Additional contact information
Xiulan Chen: School of Foreign Language, Huaqiao University, Quanzhou 362021, China
Xiaofei Xu: School of Business Administration, Huaqiao University, Quanzhou 362021, China
Yenchun Jim Wu: MBA Program in Southeast Asia, National Taipei University of Education, Taipei 106, Taiwan
Wei Fong Pok: Faculty of Accountancy and Management, Universiti Tunku Abdul Rahman, Kajang 43000, Malaysia

Sustainability, 2022, vol. 14, issue 24, 1-14

Abstract: Blended learning (BL) combines online and face-to-face teaching and learning and is thought to be an effective means to cultivate learners’ sustainability literacy. The success of BL relies on learners who take the initiative to participate in the learning process. Therefore, this study aims to examine learners’ acceptance of the BL system. The technology acceptance model (TAM) and the self-efficacy theory are combined to construct a systematic model to determine the learners’ continuous intention to adopt BL. Seven constructs are identified, i.e., course quality (CQ), technical support (TS), perceived usefulness (PU), perceived ease of use (PEOU), satisfaction (SE), self-efficacy (SE), and behavioral intentions (BI). A survey was conducted using a close-ended questionnaire, and 461 valid responses were collected from Huaqiao University’s undergraduate students. Covariance-based structural equation modelling was performed. The empirical findings show that except for the hypothesis regarding the connection between PU and PEOU, all the other hypotheses are verified. CQ stands out as having the greatest positive effect on PEOU, which highlights the importance of CQ for BL. The study also confirms that PU significantly impacts SA, SE, and BI, and both SA and SE significantly influence BI. Based on these results, some suggestions are provided for educators and administrators as to how to better design BL systems to strengthen sustainability education.

Keywords: blended learning; continuous use intention; technology acceptance model; self-efficacy theory (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/14/24/16428/pdf (application/pdf)
https://www.mdpi.com/2071-1050/14/24/16428/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:14:y:2022:i:24:p:16428-:d:997407

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().