Determinants of College Students' Intentions and Usage Patterns in Online Learning
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Purpose: This research paper investigates the main influences on students' online learning behavioral intention and use behavior in five universities in Chengdu. The conceptual framework proposes a causal relationship between facilitating conditions, performance expectancy, effort expectation, social influence, satisfaction, behavioral intention, and usage behavior. Research design, data, and methodology: The researcher used a quantitative method (n=500) to distribute a questionnaire to students in five universities. The questionnaire consisted of four main parts, which included screening questions and correlation measures for all variables. These questions were closed-ended questions created using a limited five-point Likert scale, and the data were analyzed using Structural Equation Modelling (SEM) and Confirmatory Factor Analysis (CFA), which included model fit, reliability, and validity of the constructs. Results: The results indicated that facilitating conditions, performance expectations, effort expectations, social influences, and satisfaction had a significant effect on behavioral intentions and use behavior, with effort expectations having the greatest effect on satisfaction, followed by performance expectations, satisfaction, facilitating conditions, and social influences, respectively. Conclusions: It can be seen that online learning can develop students' ability to learn independently, build a content-rich online self-study platform for students, integrate a variety of information and resources, and maximize the platform for students to exchange, communicate, and cooperate.
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