Determinants of Satisfaction and Intention to Use Online Learning in Higher Education Among Undergraduate Students in Public Universities in Guangdong, China
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Abstract
Purpose: This study explores student satisfaction and willingness to participate in online higher education across three universities in Guangdong Province. The conceptual framework incorporates variables such as learning materials, infrastructure, academic staff, degree programs, perceived usefulness, student satisfaction, and intention to use. Research design, data, and methodology: Quantitative methods were employed, with 450 undergraduates from three universities in Guangdong Province participating in the survey. Non-probability sampling techniques were utilized, including judgment sampling for selecting undergraduates from the universities, quota sampling for defining the sample scope, and convenience sampling for collecting online distribution surveys. Structural equation modeling (SEM) and confirmatory factor analysis (CFA) were employed for data analysis, encompassing model fitting and assessing the reliability and validity of structures. Results: Learning material, academic staff, infrastructure facilities and perceived usefulness significantly impact student satisfaction. Perceived usefulness and student satisfaction have a significant impact on student intention to use. Nevertheless, degree program has no significant impact on student satisfaction. Conclusions: As a result, it is recommended that the universities in Guangdong focus on enhancing the professionalism of academic staff, learning materials, infrastructure, and perceived usefulness to enhance student satisfaction with online learning and their willingness to utilize it.
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