Browsing by Author "Yang, Ming"
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ItemDeterminants of attitude, satisfaction and behavioral intention of online learning usage among students during COVID-19Purpose: 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.
ItemImpacting factors of postgraduates' behavioral intention and satisfaction in using online learning in Chengdu UniversityPurpose: The study aims to investigate impacting factors of behavioral intention and satisfaction of postgraduate students in using online learning based on Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Information Systems Success (ISS). Research design, data and methodology: A quantitative method was applied to distribute questionnaire to 500 students of Chengdu University of China. Judgmental sampling, stratified random sampling, and convenience sampling were used as sampling techniques. Prior to data collection, item objective congruence (IOC) and Cronbach’s Alpha reliability test were used to validate the data. For the data analysis, confirmatory factor analysis (CFA) and structural equation model (SEM) were employed to measure factor loading, reliability, validity and goodness of fit indices. Results: Behavioral Intention had the strongest significant effect on satisfaction, followed by social Influence, perceived ease of use, effort expectancy, perceived usefulness on behavioral intention. Additionally, perceived ease of use significantly affected on perceived usefulness. In opposite, the relationship between self-efficacy and behavioral intention was not supported. Conclusions: Academic researchers and school leaders would adapt the important factors impacting behavioral intention and satisfaction in the selection of online learning system to meet student’s needs and their learning objectives.