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 in-
dependent 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 no-
ticed 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 con-
text, 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 educa-
tors and learners. There are studies investigating the factors that affect learner satisfac-
tion in the context of BL, but these are limited to some exterior factors such as online re-
sources, 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 find-
ings 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.