Teachers Continuance Intention to Use E-Learning Platforms for Blended Teaching in The Post-Epidemic Era
Abstract
Background and Aim: During the COVID-19 pandemic, there was a rapid transition to online teaching, which has led to questions about the future of e-learning platforms for blended learning after the pandemic. It is crucial to understand what influences teachers’ intentions to continue using these platforms, both for technology developers and educators. However, there is a lack of high-quality empirical studies on teachers’ perspectives regarding the continued use of blended learning technologies. This study aims to address this gap by examining the factors that affect teachers’ intentions to continue using these technologies.
Materials and Methods: In this study, survey data from 306 respondents who come from A university in Jilin province, China, were analyzed using structural equation modeling to validate theoretical constructs and hypotheses.
Results: Confirmation positively influences both perceived usefulness (p <.001) and satisfaction (p <.001). Additionally, perceived usefulness significantly impacts satisfaction (p <.001) and attitude (p <.001). Moreover, perceived ease of use positively affects perceived usefulness (p <.001) and attitude (p <.001). Furthermore, satisfaction (p <.001), attitude (p <.001), and compatibility (p <.001) directly and positively influence continuance intention. The perceived usefulness of university teachers in using the Chaoxing platform for blended teaching is related to their intentions of continuous use, but it is not significant (p > 0.05). However, perceived usefulness can indirectly affect teachers’ continued intentions by affecting their satisfaction and attitude toward using the Chaoxing platform for blended teaching.
Conclusion: The satisfaction, attitude, and compatibility of university teachers are important factors influencing their continuance intention to use the Chaoxing platform for blended teaching. While the perceived usefulness is linked to teachers’ intentions for continued use, this correlation is not found to be statistically significant. However, perceived usefulness can indirectly impact teachers’ continuance intentions to use the Chaoxing platform by influencing their satisfaction and attitude. Additionally, while e-learning platforms like Chaoxing offer flexibility and a wide range of resources that enhance the teaching and learning experience, they face technical issues and reduce face-to-face interaction. Addressing these factors can help optimize the effectiveness of such platforms in supporting blended teaching.
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