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Factors Influencing Online Learning System Usage Among Fourth-Year Students in Higher Education in Sichuan;China |
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| รหัสดีโอไอ | |
| Creator | Yingqu Cao |
| Title | 1. Factors Influencing Online Learning System Usage Among Fourth-Year Students in Higher Education in Sichuan 2. China |
| Publisher | Graduate School of Business and Advanced Technology Management Assumption University Thailand |
| Publication Year | 2565 |
| Journal Title | ABAC ODI Journal Vision. Action. Outcome |
| Journal Vol. | 9 |
| Journal No. | 2 |
| Page no. | 123-143 |
| Keyword | perceived ease of use, perceived usefulness, information quality, system quality, service quality |
| URL Website | http://www.assumptionjournal.au.edu/index.php/odijournal |
| Website title | ABAC ODI Journal Vision. Action.Outcome |
| ISSN | 2408-2058 |
| Abstract | This research aims to determine factors influencing online learning usage of students in higher education in Sichuan; China. The conceptual framework presents key constructs; including perceived ease of use; perceived usefulness; information quality; system quality; service quality; attitude toward use; satisfaction; behavioral intention; and actual use. The researcher applied a quantitative approach to collect data by distributing online questionnaires to 500 fourth-year students in three private universities. The sampling method used was nonprobability sampling; including judgmental sampling; quota sampling; and convenience sampling. Before the data collection; an index of item objective congruence (IOC) was used to validate items in the questionnaire; and Cronbach's Alpha Coefficient reliability test was used to measure the reliability of the questionnaire by conducting a pilot test with 40 participants. Afterward; data analysis was carried out employing descriptive analysis; confirmation factor analysis (CFA); and structural equation modeling (SEM). The findings revealed that the strongest significant relationship was the attitude toward use and behavioral intention; followed by behavioral intention and actual use; system quality and behavioral intention; and perceived ease of use and attitude toward use. Conversely; there were no supported relationships of service quality and behavioral intention; followed by information quality and behavioral intention; perceived usefulness and attitude toward use; and satisfaction and behavioral intention. Henceforth; academic practitioners and universities are recommended to provide an effective system; high service support standard; and promote the benefits of the online learning system to students. |
