|
Analysis of Factors Affecting Art Major Students' Behavioral Intention of Online Education in Public Universities in Chengdu |
|---|---|
| รหัสดีโอไอ | |
| Creator | Ying Min |
| Title | Analysis of Factors Affecting Art Major Students' Behavioral Intention of Online Education in Public Universities in Chengdu |
| Contributor | Jingying Huang, Manoj Mechankara Varghese, Thanatchaporn Jaruwanakul |
| Publisher | Assumption University Press |
| Publication Year | 2565 |
| Journal Title | AU-GSB e-Journal |
| Journal Vol. | 15 |
| Journal No. | 2 |
| Page no. | 150-158 |
| Keyword | Online Education, Perceived Ease of Use, Perceived Usefulness, Self-Efficacy, Behavioral Intention |
| URL Website | http://www.assumptionjournal.au.edu/index.php/AU-GSB/article/view/6680 |
| Website title | AU-GSB e-Journal |
| ISSN | 1906-3296 |
| Abstract | Purpose: This research emphasizes factors affecting behavioral intentions of online education among art major undergraduate students from three universities in the Chengdu region of China. Perceived ease of use; perceived usefulness; social influence; effort expectancy; self-efficacy; perceived satisfaction and behavioral intention were examined in the research framework. Research design; data and methodology: The researchers employed a quantitative study with 500 samples and administered the statistically survey distributing to undergraduates at three universities. The nonprobability sampling techniques were applied; including judgmental; quota and convenience samplings. Before the data collection; the Item Objective Congruence (IOC) Index is used for screening the items' quality; and Cronbach's alpha coefficient values were approved from the pilot testing of 50 participants. Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were utilized for the statistical analysis; which include validity and reliability test; and goodness of model fits. Results: Factors affecting behavioral intentions of online education are perceived ease of use; perceived usefulness; social influence; effort expectancy and self-efficacy; except perceived satisfaction. Conclusions: Education department administrators at public institutions are recommended to identify the primary contributors for the implementation of contemporary online learning in order to enhance student engagement and learning behavioral intention. |
