An Empirical Study of College Students’ Learning Satisfaction and Continuance Intention to Stick with a Blended e-Learning Environment

Authors

  • Yi-Chien Lin Department of Applied Foreign Language, Meiho University
  • Pansy Chung Department of Information Management, Meiho University
  • Ron Chuen Yeh Department of Business Administration, Meiho University
  • Yi-Cheng Chen Department of Information Science and Management Systems, National Taitung University

DOI:

https://doi.org/10.3991/ijet.v11i02.5078

Keywords:

expectation confirmation theory, learning satisfaction, English as foreign language, blended e-learning

Abstract


Based upon the expectation-confirmation theory (ECT), this study propose a theoretical model that examines the impacts of the critical antecedents on college student English learning satisfaction and continuance intention to stick with a blended e-learning environment. The model was validated using a questionnaire survey of 313 college students. The researchers applied the partial least squares (PLS) method to validate the measurement properties and proposed hypotheses of the proposed research model. The findings indicate that, in general, college students are satisfactory with and show positive continuance intention to stick with the blended e-learning system for their English learning. Our results can provide insight for the practices regarding planning and implementing a blended e-learning system to improve college students’ learning satisfaction and facilitate their continuance intention to stick with a BEL environment.

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Published

2016-02-23

How to Cite

Lin, Y.-C., Chung, P., Yeh, R. C., & Chen, Y.-C. (2016). An Empirical Study of College Students’ Learning Satisfaction and Continuance Intention to Stick with a Blended e-Learning Environment. International Journal of Emerging Technologies in Learning (iJET), 11(02), pp. 63–66. https://doi.org/10.3991/ijet.v11i02.5078

Issue

Section

Short Papers