Exploring behavioral intention towards hybrid education of undergraduate students in public University in Chongqing, China

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au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/AU-GSB/article/view/6708/3608)
dc.contributor.authorLuo, Lai
dc.contributor.authorSoonthorn Pibulcharoensit
dc.contributor.authorKrisana Kitcharoen
dc.contributor.authorFeng, Deping
dc.date.accessioned2022-12-15T05:40:54Z
dc.date.available2022-12-15T05:40:54Z
dc.date.issued2022
dc.description.abstractPurpose: 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.
dc.format.extent9 pages
dc.format.mimetypeapplication/pdf
dc.identifier.citationAU-GSB e-JOURNAL 15, 2 (December 2022), 178-186
dc.identifier.urihttps://repository.au.edu/handle/6623004553/25577
dc.language.isoeng
dc.publisherBangkok : Assumption University Press
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.
dc.subjectHybrid education
dc.subjectUndergraduate
dc.subjectSelf-efficacy
dc.subjectEffort expectancy
dc.subjectBehavioral intention
dc.subject.otherAU-GSB e-Journal
dc.subject.otherAU-GSB e-Journal -- 2022
dc.titleExploring behavioral intention towards hybrid education of undergraduate students in public University in Chongqing, China
dc.typeText
mods.genreJournal Article
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AU GSB: Vol. 15, No. 2 (December 2022)