Factors Impacting Sophomores’ Satisfaction and Behavioral Intention to Use Online Learning: A Case Study of a Public University in Yunnan, China
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Purpose: This study explores the factors impacting student satisfaction and behavioral intention to use online learning at a public university in Yunnan Province, China. The framework proposes causal relationships among service quality, instructor quality, task-technology fit, learning content quality, perceived usefulness, satisfaction, and behavioral intention. Research Design, Data, and Methods: Researchers used a quantitative method (n=500) to distribute questionnaires to sophomore students in four colleges from Yuxi Normal University in China. The researcher used purposive, stratified random, and convenience sampling to collect the data. Before data collection, the Item Objective Congruence (IOC) and Cronbach’s alpha were used to ensure reliability and validity. Structural equation modeling (SEM) and confirmatory factor analysis (CFA) were used to analyze the data, including model fit, reliability, and validity tests. Results: The service quality, instructor quality, and task-technology fit significantly impact perceived usefulness. The learning content quality, perceived usefulness, and satisfaction significantly impact student behavioral intention. Conclusion: Seven hypotheses have been proven to meet the research objectives. Therefore, school administrators and teachers should maintain a good online learning environment, improve academic performance, increase teaching care, and establish a good image of the school to enhance students’ satisfaction and behavioral intention about online learning.
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