An Empirical Study of College Students’ Learning Satisfaction and Continuance Intention to Stick with a Blended e-Learning Environment

Yi-Chien Lin,Yi-Cheng Chen,Ron Chuen Yeh,Pansy Chung

doi:10.3991/ijet.v11i02.5078

Abstract

Based upon the expectation-confirmation theory (ECT), this study propose a theoretical model that examines the impacts of the critical antecedents on college student English learning satisfaction and continuance intention to stick with a blended e-learning environment. The model was validated using a questionnaire survey of 313 college students. The researchers applied the partial least squares (PLS) method to validate the measurement properties and proposed hypotheses of the proposed research model. The findings indicate that, in general, college students are satisfactory with and show positive continuance intention to stick with the blended e-learning system for their English learning. Our results can provide insight for the practices regarding planning and implementing a blended e-learning system to improve college students’ learning satisfaction and facilitate their continuance intention to stick with a BEL environment.

Highlights

Today, the ubiquitous feature of e-learning makes learning and teaching through the Internet more convenient than ever before [1].With the potential benefits of elearning in language education, educational institutions and teachers devote significant efforts toward the applications of web-based curricula [2]
Based upon the expectation-confirmation theory, this study presents a theoretical model that was for examining the key determinants of student learning satisfaction and continuance intention to stick with blended e-learning (BEL)
Our empirical results indicate that BEL system characteristics, courseware functionality and confirmation of BEL outcome expectations, are three critical antecedents of learning satisfaction with BEL that will have further impact on college students’ continuance intention to stick to use the BEL system

Summary

Introduction

The ubiquitous feature of e-learning makes learning and teaching through the Internet more convenient than ever before [1].With the potential benefits of elearning in language education, educational institutions and teachers devote significant efforts toward the applications of web-based curricula [2]. With the possible concerns and dissatisfaction with elearning, instructors are searching for other instructional solutions to enhance students’ learning effectiveness. One of those solutions is the blended e-learning (BEL). The term, BEL, can be defined as an instructional method that integrate multiple learning delivery methods, including most often face-to-face classroom with asynchronous and/or synchronous learning. It is characterized as maximizing the best advantages of face-to-face and online education [5].

Methods

Results

Conclusion