Determinants of attitude, satisfaction and behavioral intention of online learning usage among students during COVID-19

Abstract

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.