INFLUENCING FACTORS OF BEHAVIORAL INTENTION AND SATISFACTION OF ONLINE LEARNING AMONG UNDERGRADUTES IN CHENGDU UNIVERSITY OF CHINA
Keywords:
Undergraduate, Online Learning, Behavioral Intention, Satisfaction, Technology Adoption ModelAbstract
The objective of this research is to investigate the behavioral intention and satisfaction of students towards online learning, in order to provide corresponding theoretical support for future planning and implementation of teaching reform. Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Information Systems Success (ISS) were applied to build a research model, consisted of perceived ease of use, perceived usefulness, self-efficacy, effort expectancy, social influence, behavioral intentions, and satisfaction. The sampling techniques used were judgmental sampling, stratified random sampling, and convenience sampling. The target population and sample size were collected by distributing online questionnaire to 500 undergraduate students, majoring in economics, physical science, art design, and bioengineering in Chengdu university of China. Item- Objective Congruence (IOC) for the content validity and Cronbach's Alpha for reliability analysis were conducted before processing of the data collection. Afterwards, the descriptive analysis, Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were accounted. The results showed a significant relationship between perceived ease of use and perceived usefulness towards behavioral intention, and social influence on behavioral intention towards satisfaction. For non-significant relationships, there were self-efficacy, perceived ease of use and effort expectancy on behavioral intention. Academic researchers and education’s stakeholders should extend the study to ensure the high-quality online learning system for increasing the level of behavioral intention and satisfaction of the system.
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