Quality Blended Learning Systems for Improving Undergraduate Students' Skills

Purpose: This study aims to investigate the effects of quality blended learning systems (QBLS) on the improvement of undergraduate students' skills through the use of the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) model. Design/methodology/approach: The study sa...

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Bibliographic Details
Published in:Quality assurance in education 2022, Vol.30 (2), p.169
Main Authors: Ohanu, Ifeanyi Benedict, Shodipe, Taiwo Olabanji, Ohanu, Chinenye Maria-Goretti, Anene-Okeakwa, Josephine E
Format: Article
Language:English
Subjects:
Blended Learning
Educational Quality
Foreign Countries
Information Technology
Instructional Effectiveness
Skill Development
Student Attitudes
Technology Uses in Education
Undergraduate Students
Usability
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Summary:Purpose: This study aims to investigate the effects of quality blended learning systems (QBLS) on the improvement of undergraduate students' skills through the use of the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) model. Design/methodology/approach: The study sample includes 1,200 subjects of which 126 and 1,074 are lecturers and students, respectively. The subjects were selected from seven post-secondary institutions in Nigeria. A stratified sampling technique was used in data collection. Collected data were analysed using exploratory and confirmatory factor analyses. Findings: The results reveal that QBLS influences the perceived ease of use, perceived usefulness, attitude, subjective norms and perceived behavioural control towards intentions that culminate in the usage of blended learning tools (BLTs). Originality/value: The study supports the belief that QBLS enhances users' behaviour towards system usage with the TAM and the TPB predicting real usage of BLTs via users' intentions. Practically, teachers should adjust the existing BLTs not only to create new ones but also to suit personalized teaching and learning activities.
ISSN:0968-4883
DOI:10.1108/QAE-08-2021-0132/full/html