Inderscience Publishers

Community adaptability, computer and internet self-efficacy, and intention of blended e-learning

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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.

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

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