Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience

Abstract

This study examined how and when the initial use of blended learning induces future intention for blended learning among students of business and management education in Pakistan. We used the mechanism of cognitive flexibility for change and two boundary conditions: the perceived quality of online teaching and the immersive learning experience, to understand the relationship between students' initial use of blended learning in a mandatory setting and their intention for future use of blended learning. The data was obtained from 589 students enrolled in different degree programs at 22 leading business schools in Pakistan. The results unveiled that the initial use of mandatory blended learning positively predicted students' future intention to use blended learning and that cognitive flexibility for change mediated this relationship. The perceived quality of online teaching moderated the direct relationships between students' initial use of blended learning and their cognitive flexibility change and future intention to use it. The students’ immersive experience of the online component of blended learning further moderated the relationship between their cognitive flexibility for change and future intention to use blended learning. The findings offer valuable insights for successfully implementing blended learning in management education to meet future challenges and remain competitive amongst business schools in the emerging virtual world.