Quality Blended Learning Systems for Improving Undergraduate Students' Skills

Autor/inn/en	Ohanu, Ifeanyi Benedict; Shodipe, Taiwo Olabanji; Ohanu, Chinenye Maria-Goretti; Anene-Okeakwa, Josephine E.
Titel	Quality Blended Learning Systems for Improving Undergraduate Students' Skills
Quelle	In: Quality Assurance in Education: An International Perspective, 30 (2022) 2, S.169-183 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
Schlagwörter	Educational Quality; Blended Learning; Undergraduate Students; Skill Development; Foreign Countries; Instructional Effectiveness; Usability; Information Technology; Technology Uses in Education; Student Attitudes; Nigeria + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Unterrichtserfolg; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten
Abstract	Purpose: This study aims to investigate the effects of quality blended learning systems (QBLS) on the improvement of undergraduate students' skills through the use of the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) model. Design/methodology/approach: The study sample includes 1,200 subjects of which 126 and 1,074 are lecturers and students, respectively. The subjects were selected from seven post-secondary institutions in Nigeria. A stratified sampling technique was used in data collection. Collected data were analysed using exploratory and confirmatory factor analyses. Findings: The results reveal that QBLS influences the perceived ease of use, perceived usefulness, attitude, subjective norms and perceived behavioural control towards intentions that culminate in the usage of blended learning tools (BLTs). Originality/value: The study supports the belief that QBLS enhances users' behaviour towards system usage with the TAM and the TPB predicting real usage of BLTs via users' intentions. Practically, teachers should adjust the existing BLTs not only to create new ones but also to suit personalized teaching and learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01