An Empirical Investigation of University Students’ Behavioural Intention to Adopt Online Learning: Evidence from China

Abstract

The present study examined the relationship among behavioural intention (BI) to adopt online learning, perceived usefulness (PU), perceived ease of use (PEU), self-regulated online learning (SR) and online learning self-efficacy (SE). A total of 900 university students with online learning experience from many provinces of China took part in the study. Structural equation modelling (SEM) was used to analyse the data accepted. The results indicate that PU has a significant positive effect on BI; SR has a significant positive effect on PEU, PU and BI. SE has a significant positive effect on PEU, PU and BI. In addition, SE and SR have significant indirect effects on BI through the mediation of PU. The outcomes have tangible theoretical and practical implications. They not only replicates previous research and provides possible space for further expansion of TAM, but also provide us with an opportunity to reflect on and actively take practical measures to improve BI. These efforts include teachers, parents and other educators trying to promote students’ academic achievements, self-efficacy and self-regulation in the process of online learning. The former is the most concerning issue, while the latter two are the source of students’ motivation. Furthermore, educators should make appropriate use of the role of digital technology in online learning and be careful not to exaggerate the value of digital technology, let alone equate it with online learning.