Aim/Purpose: In this study, we aim to understand factors that can influence technology-supported learning, specifically in the blended environment. To do that, a research model is developed by incorporating factors from three perspectives, including self-related factors, technology and systems factors, and the instructional design factor. Background: Technology-supported learning has changed the way of instruction dramatically in higher education, from e-learning to the more recent blended learning. Because of the increased popularity and wide adoption of blended learning, it would be of importance for educators and researchers to know and understand factors that could lead to student success in the blended environment. Methodology: The survey method was used in this study. The study site is a freshman-level, introduction to computer information systems class, at a major public university located in the United States, which adopts the blended learning instructional method. In total, 699 students completed the survey. Contribution: This paper contributes to the existing literature by investigating potential, influential factors on blended learning success from multiple perspectives. In addition, a research model is developed and tested in order to systematically investigate and understand the impacts of those factors on student success in such a learning environment. Findings: Some interesting results have been identified. One is that students’ computer self-efficacy doesn’t play any significant role in influencing their perceptions of either the learning climate, task-technology fit, or the level of flexibility associated with blended learning. However, their own motivation to learn could significantly influence the first two of them. Another important result we find is that all four technology and systems related factors, including information quality, system quality, service quality, and media richness, have significant impacts on students’ perceptions of learning climate, task-technology fit, and blended learning flexibility. We also find that the instructional design factor can significantly influence blended learning success. Recommendations for Practitioners: This study offers a research model that researchers could adopt to evaluate student success in blended learning or technology-supported education in general. Recommendation for Researchers: This study offers a research model that researchers could adopt to evaluate student success in blended learning, or technology-supported education in general. Impact on Society: The higher education industry needs to gain a better understanding of how potential factors could influence student success in blended learning (or technology-supported learning in general) in order to ensure the success of the use of modern information technology and systems to assist students’ learning. Future Research: Future research can further examine and validate the research model proposed in this study on other class settings and with different types of study bodies. In addition, future research may identify other types of important factors and further extend the proposed research model.

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The social media search system aims at providing an organized and integrated access and search support to a massive amount of unstructured, multilingual, user-generated content in an effective and efficient manner. Previous research on social media analytics mainly focuses on developing and applying advanced analysis methods and/or tools to make sense of the large amount of user-generated data over the Internet. Relatively little effort has been put to specifically examine the social media search system. In this study, we utilize and apply the DeLone and McLean IS Success Model to examine this type of systems. To do it, a lab experiment was conducted, and the results showed that all causal relationships, except for satisfaction to social benefit, specified in the DeLone and McLean IS Success Model hold in the context of the large-scale, social media search system. Specifically, we found that information quality and system quality associated with the system could significantly influence both users' intention to use and satisfaction toward it, both of which, in turn, had significant impacts on users' perceived individual benefit and social benefit. In addition, satisfaction could significantly influence intention to use the system.

During the COVID-19 pandemic, many universities have moved a large portion of their classes online. To better support students’ online learning activities and to best resemble the face-to-face setting, the technology-supported, synchronous remote learning platform was adopted in most cases. In this study, we aim to investigate factors that could influence students’ learning in this new environment during the COVID-19 pandemic. Specifically, a research model was developed and tested with 428 students. The result showed that students’ IT competence had a significant impact on their learning satisfaction, while social influence had a significant impact on their intention to use the remote learning technology in future classes. As to technology facilitating conditions, significant impacts were found from it (at both institution and student levels) to learning satisfaction. We also found that COVID-19 related mental impacts could influence students’ satisfaction on and intention to use the remote learning technology.