An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China
The present study examined the relationship among behavioural intention (BI) to adopt online learning, perceived usefulness (PU), perceived ease of use (PEU), self-regulated online learning (SR) and online learning self-efficacy (SE). A total of 900 university students with online learning experienc...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-10-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/12/10/403 |
| _version_ | 1797475219567280128 |
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| author | Lu Hai Guoyuan Sang Hui Wang Wenyu Li Xiaohong Bao |
| author_facet | Lu Hai Guoyuan Sang Hui Wang Wenyu Li Xiaohong Bao |
| author_sort | Lu Hai |
| collection | DOAJ |
| description | The present study examined the relationship among behavioural intention (BI) to adopt online learning, perceived usefulness (PU), perceived ease of use (PEU), self-regulated online learning (SR) and online learning self-efficacy (SE). A total of 900 university students with online learning experience from many provinces of China took part in the study. Structural equation modelling (SEM) was used to analyse the data accepted. The results indicate that PU has a significant positive effect on BI; SR has a significant positive effect on PEU, PU and BI. SE has a significant positive effect on PEU, PU and BI. In addition, SE and SR have significant indirect effects on BI through the mediation of PU. The outcomes have tangible theoretical and practical implications. They not only replicates previous research and provides possible space for further expansion of TAM, but also provide us with an opportunity to reflect on and actively take practical measures to improve BI. These efforts include teachers, parents and other educators trying to promote students’ academic achievements, self-efficacy and self-regulation in the process of online learning. The former is the most concerning issue, while the latter two are the source of students’ motivation. Furthermore, educators should make appropriate use of the role of digital technology in online learning and be careful not to exaggerate the value of digital technology, let alone equate it with online learning. |
| first_indexed | 2024-03-09T20:42:03Z |
| format | Article |
| id | doaj.art-ac9a7e1018d84ef0a7ae02377becc6d7 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-09T20:42:03Z |
| publishDate | 2022-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-ac9a7e1018d84ef0a7ae02377becc6d72023-11-23T22:56:38ZengMDPI AGBehavioral Sciences2076-328X2022-10-01121040310.3390/bs12100403An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from ChinaLu Hai0Guoyuan Sang1Hui Wang2Wenyu Li3Xiaohong Bao4School of Education, Minzu University of China, Beijing 100081, ChinaFaculty of Education, Beijing Normal University, Beijing 100875, ChinaCollege of Educational Science, Xinjiang Normal University, Wulumuqi 830054, ChinaSchool of Education, Minzu University of China, Beijing 100081, ChinaSchool of Education, Minzu University of China, Beijing 100081, ChinaThe present study examined the relationship among behavioural intention (BI) to adopt online learning, perceived usefulness (PU), perceived ease of use (PEU), self-regulated online learning (SR) and online learning self-efficacy (SE). A total of 900 university students with online learning experience from many provinces of China took part in the study. Structural equation modelling (SEM) was used to analyse the data accepted. The results indicate that PU has a significant positive effect on BI; SR has a significant positive effect on PEU, PU and BI. SE has a significant positive effect on PEU, PU and BI. In addition, SE and SR have significant indirect effects on BI through the mediation of PU. The outcomes have tangible theoretical and practical implications. They not only replicates previous research and provides possible space for further expansion of TAM, but also provide us with an opportunity to reflect on and actively take practical measures to improve BI. These efforts include teachers, parents and other educators trying to promote students’ academic achievements, self-efficacy and self-regulation in the process of online learning. The former is the most concerning issue, while the latter two are the source of students’ motivation. Furthermore, educators should make appropriate use of the role of digital technology in online learning and be careful not to exaggerate the value of digital technology, let alone equate it with online learning.https://www.mdpi.com/2076-328X/12/10/403behavioural intentionperceived usefulnessperceived ease of useself-regulated online learningonline learning self-efficacy |
| spellingShingle | Lu Hai Guoyuan Sang Hui Wang Wenyu Li Xiaohong Bao An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China Behavioral Sciences behavioural intention perceived usefulness perceived ease of use self-regulated online learning online learning self-efficacy |
| title | An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China |
| title_full | An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China |
| title_fullStr | An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China |
| title_full_unstemmed | An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China |
| title_short | An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China |
| title_sort | empirical investigation of university students behavioural intention to adopt online learning evidence from china |
| topic | behavioural intention perceived usefulness perceived ease of use self-regulated online learning online learning self-efficacy |
| url | https://www.mdpi.com/2076-328X/12/10/403 |
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