Nursing staff intentions to continuously use a blended e-learning system from an integrative perspective

Abstract

The blended e-learning system (BELS), combining face-to-face classes with e-learning modules, is now widely used in education. The primary purpose of this research was to investigate the factors affecting nurses’ behavioral intentions of using the BELS. We synthesized the technology acceptance model, the information system (IS) success model, and perceived enjoyment (PE) into a hypothesized model to discuss and predict nurses’ intentions of using the BELS continuously. Self-reporting questionnaires were distributed to district hospitals and regional hospitals in central Taiwan. From the 800 distributed questionnaires, we received 557 completed questionnaires, yielding a response rate of 69.6%. Structural equation modeling was used to show that information quality, system quality, and service quality significantly affect perceived usefulness (PU) and the perceived ease of use (PEOU). The effect of service quality on PU, however, was not significant. PU, PEOU, and PE were significantly related to the attitude, and indirectly, to the behavioral intention of using the BELS. This research contributed to the literature by (1) identifying the IS success model (information quality, system quality, and service quality) and PE as antecedents of BELS usage; (2) advancing the theoretical development of behavioral intention regarding nurses’ use of the BELS; (3) providing empirical support for the effects of external factors on the PU and PEOU, which lead to attitude and behavioral intention of usage; and (4) providing hospital managers with a reference for assessing future developments and approaches to promote the BELS.