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Examining Beginners’ Continuance Intention in Blended Learning in Higher Education

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Blended Learning: Re-thinking and Re-defining the Learning Process. (ICBL 2021)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 12830))

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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.

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Acknowledgement

This study is supported by the key project of Scientific Research Project of Education Department of Hubei Province (D20193002). It is also supported by China Postdoctoral Science Foundation funded project (2018M640738).

Author information

Authors and Affiliations

  1. School of Computer, Hubei University of Education, Wuhan, 430205, China

    He Yang & Jin Cai

  2. Wuhan Huada National E-Learning Technologies Co., Ltd., Central China Normal University, Wuhan, 430070, China

    He Yang

  3. School of Education, State University of New York at Oswego, Oswego, NY, 13126-3599, USA

    Harrison Hao Yang

  4. College of Teacher Education, Capital Normal University, Beijing, China

    Xiaochen Wang

Authors
  1. He Yang
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  2. Jin Cai
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  3. Harrison Hao Yang
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  4. Xiaochen Wang
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Corresponding author

Correspondence to Harrison Hao Yang .

Editor information

Editors and Affiliations

  1. Hong Kong Polytechnic University, Hong Kong, China

    Richard Li

  2. Open University of Hong Kong, Hong Kong, China

    Simon K. S. Cheung

  3. Kansai University, Osaka, Japan

    Chiaki Iwasaki

  4. City University of Hong Kong, Hong Kong, China

    Lam-For Kwok

  5. Nihon Fukushi University, Nagoya, Japan

    Makoto Kageto

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Yang, H., Cai, J., Yang, H.H., Wang, X. (2021). Examining Beginners’ Continuance Intention in Blended Learning in Higher Education. In: Li, R., Cheung, S.K.S., Iwasaki, C., Kwok, LF., Kageto, M. (eds) Blended Learning: Re-thinking and Re-defining the Learning Process.. ICBL 2021. Lecture Notes in Computer Science(), vol 12830. Springer, Cham. https://doi.org/10.1007/978-3-030-80504-3_18

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  • DOI: https://doi.org/10.1007/978-3-030-80504-3_18

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-80503-6

  • Online ISBN: 978-3-030-80504-3

  • eBook Packages: Computer ScienceComputer Science (R0)

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