Blended online learning (combining both synchronous and asynchronous online learning) has gained significant attention in educational settings due to the widespread adoption of information and communication technology, the rapid expansion of the Internet and the increasing accessibility of wireless and mobile technologies. While the adoption of online learning platforms has been extensively explored, limited research has focused on the factors influencing students’ continuance intention to use blended online learning. Therefore, it is of utmost importance to gain a comprehensive understanding of the various factors that influence the adoption of blended online learning from the learners’ perspective.
This study explores the potential extension of the expectation-confirmation model and the post-acceptance model of information systems (IS) by incorporating flow theory and familiarity theory to examine the factors influencing students’ continuance intention to enroll in blended online learning courses in the future. The research model is evaluated using survey data from 224 Jordanian university students. Partial least squares regression is employed to analyze the research hypotheses.
The research model confirms a strong, positive relationship from perceived performance and confirmation to continuance intention through satisfaction. Additionally, arousal and the balance between challenge and skill are positively associated with continuance intention through flow.
The study’s findings provide preliminary insights into the overall effectiveness of the research model in explaining the continuance intention to use blended online learning. The results also offer practical recommendations for policymakers in higher education institutions, as well as for online course designers, developers and researchers.
The research model provides a more comprehensive view of students’ continuance intention to adopt blended online learning.
