Exploring behavioral intention towards hybrid education of undergraduate students in public University in Chongqing, China
Publisher
item.page.dcterms.publisher
Issued Date
2022
Copyright Date
Genre
Series
Edition
Language
eng
File Type
application/pdf
No. of Pages/File Size
9 pages
ISBN
ISSN
eISSN
DOI
item.page.dc.identifier
Access Rights
Access Status
Call number
Other identifier(s)
Copyright date
Physical location
Citation
AU-GSB e-JOURNAL 15, 2 (December 2022), 178-186
Title
Exploring behavioral intention towards hybrid education of undergraduate students in public University in Chongqing, China
Other title(s)
Editor(s)
Advisor(s)
item.page.ithesis.email.advisor
item.page.dc.contributor
Other Contributor(s)
Abstract
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.
Table of contents
Description
item.page.dcterms.description
Links
Sponsorship
Spatial coverage
item.page.dc.relation.ispartof
Degree Name
Degree Level
Degree Department
Degree Discipline
Degree Grantor(s)
item.page.dc.subject.classification
item.page.dc.subject.lcc
Subject(s)
Rights
This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.