Abstract
The present research exhibits the measurement of university students’ behavioural intention in using blended learning system. Two representative cases from a developed region and a developing region were assessed in the present measurement. Two well-known models, namely the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB), were used as the measurement tools. The total of six hypotheses were tested. The result revealed the suitability of TAM-TPB model in interpreting the sample students behavioural intentions’ for both regions. The result also showed that for the Taiwanese data, five out of six hypotheses were accepted. For the Indonesian data, only four out of six hypotheses were exhibiting acceptable statistical measurement. Several recommendations, such as creating a more social-oriented blended learning system for developed countries was recommended. Utilising the favourable feeling shown by developing countries students to create a better blended learning system, was also highly suggested to be considered for improvement.
Highlights
The current trends of technological advancements open many possibilities of learning methods
In this sub-section, we present the various result of the measurement discussed in the third section
The Technology Acceptance Model (TAM)-Theory of Planned Behavior (TPB) model used in this research showed considerable Squared Multiple Correlation (SMC) which is the indicator for how much the Behavioral Intention is represented by the factors used; Taiwan's data has the value of 41.2% SMC and Indonesia's has the value of 28.1%
Summary
The current trends of technological advancements open many possibilities of learning methods. These research papers showing perceived positive intention by students, were yet to consider another problem the educational world currently faces today: the concerning technological gap between developing and developed countries. This gap could even diminish the previously discussed advantages that emerged from the use of blended learning systems; in developing countries or communities which has limited access to Information and Communication Technology (ICT), traditional ways of delivering educational materials are seen to be a more practical solution [8]. A conclusion is presented in the last section, summarising the paper
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