Keywords: blended e-learning, community adaptability, computer self-efficacy, internet self-efficacy, technology acceptance model, TAM, structural equation modelling, SEM, electronic learning, online learning, Taiwan, higher education, perceived ease of use, perceived usefulness, student perceptions, behavioural intentions
Community adaptability, computer and internet self-efficacy, and intention of blended e-learning
The study employs an extended technology acceptance model to analyse the influential factors of the students' acceptance of blended e-learning, a mixture of classroom teaching and asynchronous learning. Questionnaires are distributed in a research-oriented university in Taiwan. A total of 269 valid samples were collected with the effective rate of 44%. The findings reveal that community adaptability is positively related to the students' perceived ease of use and perceived usefulness of blended e-learning. Computer and internet self-efficacy positively influences the students' perceived ease of use. Perceived ease of use and attitude are the two factors which directly and positively influence the students' behavioural intention towards blended e-learning. However, perceived usefulness influences behavioural intention towards blended e-learning only indirectly through attitude.