Examining key factors of beginner's continuance intention in blended learning in higher education.

Abstract

With the outbreak of the COVID-19 pandemic, blended learning became exceptionally widespread, especially in higher education. As a result, many college students became beginners in this learning method. To identify key factors that impact beginners’ continuance intention in blended learning, this study surveyed 1845 first-year college students at a university in central China in the falls of 2020 and 2021 who used blended learning for the first time. Structural equation modeling was employed to verify a model that integrates intrinsic motivation and academic self-efficacy in the Expectation-Confirmation Model of Information System Continuance. The results show that performance expectancy, intrinsic motivation, and satisfaction significantly impact beginners’ continuance intention in blended learning. Moreover, performance expectancy, intrinsic motivation, and confirmation significantly impact beginners’ continuance intention through mediating variable satisfaction. Academic self-efficacy does not directly impact college students’ continuance intention but indirectly impacts their continuance intention through intrinsic motivation. Finally, this study provides suggestions for educators to improve beginners’ blended learning experience thus promoting their continuance intention in blended learning.