Factors Influencing Students’ Continuance Intention to Learn in Blended Environments at University

Abstract

(1) Background: The main goal of this study was to determine the factors that have an influence on the continuance intention to learn in blended environments. (2) Methods: For our study, we created a research model based on the Expectation–Confirmation Model (ECM) and Theory of Planned Behavior (TPB), which involves a total of seven latent constructs and contains a total of eight hypotheses. A total of 301 undergraduate and postgraduate students studying at Humanity Institute of Peter the Great Polytechnic University voluntarily participated in the study. The online survey consisted of 22 items that determined the seven indicators studied and was conducted in the spring semester of 2021. For our analysis and hypothesis testing, we used PSS 24.0 and SmartPLS 3.0 programs. (3) Results: According to the results of this study, all the proposed hypotheses were confirmed, which confirmed the influencing power of research model indicators. Also, it was revealed that such indicators as confirmation and attitude are the key factors that affect the continuance intention to learn in a blended environment. (4) Conclusions: As the COVID-19 pandemic is an ever-changing situation, it is important to understand student perceptions of blended learning and manage their continuance intention to learn in such environments. This study contributes to such knowledge and provides insightful implications for academia.