An empirical study of college students' learning satisfaction and continuance intention to stick with a blended e-learning environment

Abstract

Based upon the expectation-confirmation theory (ECT), this study propose a theoretical model. The model examines the impacts of the critical antecedents on college students' English learning satisfaction and continuance intention to stick with a blended e-learning environment. The model was validated using a questionnaire survey on 313 college students. The researchers applied the partial least squares (PLS) method to validate the measurement properties and proposed hypotheses of the proposed research model. The findings indicate that, in general, college students are satisfied with the model and show positive continuance intention to stick with the blended e-learning system for their English learning. Our results can provide insight for the practices regarding planning and implementing a blended e-learning system to improve college students' learning satisfaction and facilitate their continuance intention to stick with a BEL environment.