Browsing by Author "Feng, Deping"
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    Determinants of attitude, satisfaction and behavioral intention of online learning usage among students during COVID-19
    (Bangkok : Assumption University Press, 2022) Zhong, Kexun ; Feng, Deping ; Yang, Ming ; Thanatchaporn Jaruwanakul
    Purpose: The objective of this research is to examine determinants of behavioral intention to use online learning among students in a higher vocational collage in China, including perceived ease of use, perceived usefulness, attitude, trust and satisfaction. Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) were the fundamental theories of this study. Research design, data and methodology: A quantitative approach was used to distribute questionnaire to 500 third-grade students in Tianfu Vocational College of Chengdu. Purposive sampling, stratified random sampling, and convenience sampling were employed. After the data collection, confirmatory factor analysis (CFA) and structural equation model (SEM) were accounted to analyze the data in measurement and structural models, measuring factor loading, reliability, validity and model fit. Results: Perceived ease of use had the strongest influence on perceived usefulness, followed by perceived ease of use on attitude, attitude on behavioral intention, and perceived usefulness on behavioral intention. In opposite, the non-supported relationships were perceived usefulness and attitude, trust and satisfaction, and satisfaction and behavioral intention. Conclusions: The findings implied that academic researchers and education’s stakeholders should emphasize ease-of-use and benefits of using an online learning system that can help students’ learning experience to be more conveniently and effectively.
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    Exploring behavioral intention towards hybrid education of undergraduate students in public University in Chongqing, China
    (Bangkok : Assumption University Press, 2022) Luo, Lai ; Soonthorn Pibulcharoensit ; Krisana Kitcharoen ; Feng, Deping
    Purpose: This study investigates key factors influencing behavioral intention to use hybrid education of undergraduate students in Arts and Design of three universities in Chongqing, China. Perceived ease of use, perceived usefulness, performance expectancy, self-efficacy, effort expectancy, social influence, and behavioral intention were associated in a conceptual framework. Research design, data, and methods: The researchers used a quantitative approach for survey distribution to 500 participants. The sampling techniques involve judgmental, quota and convenience sampling. Item Objective Congruence (IOC) Index and Cronbach’s Alpha reliability test were approved prior to the data collection. Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were used to test models’ goodness of fit, validity, and reliability. Results: Perceived usefulness has the strongest significant impact on behavioral intention, followed by perceived ease of use, self-efficacy, effort expectancy, and social influence. Furthermore, perceived ease of use strongly and significantly impacts perceived usefulness. In contrary, the relationship between performance expectancy and behavioral intention was not supported. Conclusion: Hybrid education has gained the most concern in the system adoption for teaching and learning effectiveness. Therefore, educational stakeholders should identify the main contributors to achieve the hybrid learning implementation and increase student engagement and learning performance.