Graduate School of Business and Advanced Technology Management, Assumption University, Bangkok, Thailand.
International Cooperation and Exchange Center, West Yunnan University, Lincang, Yunnan Province, China.
PLoS One. 2022 Dec 1;17(12):e0270939. doi: 10.1371/journal.pone.0270939. eCollection 2022.
Blended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC.
To identify junior high students' perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students' satisfaction and continuance intention of blended learning in DESEC.
A subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher's instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning.
The level for evaluating students' agreement on each of item were interpreted "agree" (3.76-3.89). The model explained variances (R2) of Continuance Intention, Satisfaction and Perceived usefulness were 0.665,0.766,0.718 respectively. Information quality, self-efficacy and confirmation directly and indirectly contribute to junior high students' satisfaction with blended learning, which further confirmed their continuance intention of blended learning.
Information quality was the strongest factor affecting the junior high students' continuance intention of using blended learning, while confirmation was the strongest factor affecting the junior high students' satisfaction of using blended learning in DESEC. Junior high students do not have a strong and distinct perception on satisfaction and continuance intention for blended learning in DESEC.
在最近的 5 年内，互联网引入后，DESEC 才开始开展混合式学习。然而，该地区仍然没有研究关注到这一点，因为该地区偏远，研究对象难以接触。本文在帮助政府和教育机构做出决策方面具有潜在的应用价值，即通过在贫困和偏远地区及民族地区实施教育扶贫的混合式学习战略。该研究将首次检验 DESEC 混合式学习的满意度和持续意愿。
确定初中学生对 DESEC 混合式学习的满意度和持续意愿的看法。确定影响初中学生对 DESEC 混合式学习满意度和持续意愿的最强因素。
在教师指导下，经过家长口头同意，有 635 名初中学生在学校计算机房参与了在线调查。对数据进行编码和分析，以生成描述性统计数据和推论统计数据。使用结构方程模型来评估混合式学习满意度和持续意愿的模型。
学生对每一项的评价水平均为“同意”（3.76-3.89）。模型解释了持续意愿、满意度和感知有用性的方差（R2）分别为 0.665、0.766 和 0.718。信息质量、自我效能感和确认直接和间接地影响了初中学生对混合式学习的满意度，从而进一步证实了他们对混合式学习的持续意愿。
信息质量是影响初中学生持续使用混合式学习意愿的最强因素，而确认是影响初中学生对 DESEC 混合式学习满意度的最强因素。初中学生对 DESEC 混合式学习的满意度和持续意愿没有强烈而明显的感知。
