Drivers of Attitude and Behavioral Intention Toward Blended Learning in Higher Education
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Purpose: This research aims to investigate the Factors Impacting the Attitude and Behavioral Intention of Blended Learning in Higher Education in Chengdu, China. Blended learning involves integrating conventional in-person teaching with online distance education, and it has garnered growing interest and importance among educators and students in higher education institutions. Research design, data, and methodology: A quantitative approach was utilized for this study, with questionnaire surveys serving as the primary data collection tool. Before distributing the questionnaires, efforts were made to ensure content validity and reliability through item-objective consistency checks and pilot tests. Subsequently, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were employed to examine the collected data comprehensively. By assessing model fit and confirming causal relationships between variables, hypothesis testing was conducted to draw scientifically sound conclusions. Results: Studies indicate that students' attitude towards blended learning and their perception of its usefulness significantly influence their intention to use blended learning. Furthermore, the theoretical model can forecast the behavioral intention of embracing blended learning within university settings. Conclusions: As a result, this research proposes encouraging students to recognize the usefulness of blended learning, fostering a favorable outlook on it, and prompting corresponding behavioral intention.
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