Learners’ Continuous Use Intention of Blended Learning: tam-set model

2. Theoretical Model and Hypotheses Development
The technology acceptance model (TAM) was first proposed by Davis (1986) in his
doctoral dissertation [
23
]. The underlying theory of this model is the rational behavior
theory. The model also assimilates other theories, i.e., expectation theory, self-efficacy theory,
input-output theory, and change adoption theory. It mainly consists of three independent
constructs, namely perceived useful (PU), perceived ease of use (PEOU), and attitude to
using technology (AT).
The self-efficacy theory (SET) sheds light on the development of TAM, as Davis noticed
that self-efficacy determines the acceptance of technology-connected systems. SET is a
subset of Bandura’s (1986) social cognitive theory [
24
]. According to this theory, the two
key determinants of behavior are self-efficacy and outcome expectancy. Obviously, SET
is often adopted when the behavior intention is concerned. In the context of BL, learners’
engagement plays an important role in achieving the expected outcome. Nonetheless, how
the BL mode leads to the continuous behavior intention of the learner remains a question.
Various types of research have examined learner satisfaction with online learning
environments [
25
,
26
]. However, few studies have focused on the blended learning context,
despite the fact that more higher education institutions are adopting BL because of its
flexibility and low cost, while maintaining the learner-teacher face-to-face interaction [
17
].
BL includes both online and offline learning, so it poses more challenges to educators and
learners. There are studies investigating the factors that affect learner satisfaction in the
context of BL, but these are limited to some exterior factors such as online resources, learning
support services, etc. [
11
,
18
,
27
,
28
]. There is limited research exploring the attributing factors
for learner satisfaction from a theoretical background. Despite the fact that the BL mode
is widely implemented in many universities, the continuous use intention of learners is
insufficiently studied. This paper aims to establish a TAM-SET model to examine learners’
continuous use intention regarding the BL mode. The findings will be used to propose
solutions to boost their intentions.
In this study, seven constructs are identified in the research model: course quality
(CQ), technological support (TS), perceived usefulness (PU), perceived ease of use (PEOU),
satisfaction (SA), self-efficacy (SE), and behavior intention (BI). The hypothesis model is
shown in Figure
1
.
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As BL involves self-regulated learning, learners’ self-efficacy beliefs are an indispen-
sable attribute in the BL system. So far, the literature concerning this issue has not received 
enough attention, and some scholars merely focus on relative factors, such as the function 
of collaborative learning, social presence, and self-regulating without combining them into 
a holistic system [20–22]. To identify the constructs that determine the continuous intention 
to adopt BL, the technology acceptance model (TAM) is adopted in this study because of its 
simplicity, strong explanatory power, and ease of operationalization. Due to the learn-
er-centered nature of BL, learners’ self-efficacy determines the influence of their motiva-
tion, confidence, and satisfaction. To reveal learners’ acceptance of BL, the level of learners’ 
self-efficacy should be included.