FRAMEWORK AND VERIFICATION OF A BLENDED E-LEARNING SYSTEM BEHAVIORAL INTENTION MODEL AMONG CLINICAL NURSES

As the various applications of Internet and information communication technology (ICT) grow rapidly, the education and hospital institutions provide more distance learning programs, which also makes the research on e-learning more important. However, disadvantages in e-learning have been identified....

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Bibliographic Details
Published in:Journal of Baltic science education 2015-01, Vol.14 (6), p.733-743
Main Authors: Chang, Tsui-Fen, Chao, Cheng-Min, Cheng, Bor-Wen
Format: Article
Language:English
Subjects:
Distance Education
Distance learning
Education
Educational Technology
Electronic Learning
Intention
Nurses
Online instruction
School education
Social Sciences
Structural equation modeling
Structural Equation Models
Technology Acceptance Model
Vocational Education
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Summary:As the various applications of Internet and information communication technology (ICT) grow rapidly, the education and hospital institutions provide more distance learning programs, which also makes the research on e-learning more important. However, disadvantages in e-learning have been identified. Blended e-learning systems (BELSs) are considered effective alternative learning approaches. This research proposes a conceptual model to explain the factors affecting nurses’ behavioral intention to use a blended e-learning system (BELS). This research integrated perceived risk and the technology acceptance model to hypothesize a theoretical model for explaining and predicting learners’ behavioral intention to use a BELS. Self-report questionnaires were distributed to local community hospitals, regional hospitals, and medical centers in Central Taiwan. To confirm this research hypothesis, data were collected 682 nurses, with a response rate of 97.4%. Using structural equation modeling (SEM), the results show that perceived risk, perceived ease of use, and attitude influenced BELS behavioral intention. Perceived ease of use, and perceived usefulness substantially influenced use attitude. In addition, the path coefficient of perceived risk on attitude was non-significant. On the basis of the results, hospital institutions can devise better strategies for developing their blended e-learning system.
ISSN:1648-3898
2538-7138
DOI:10.33225/jbse/15.14.733