Framework and Verification of a Blended E-Learning System Behavioral Intention Model Among Clinical Nurses

Abstract

As the various applications of Internet and information communication technology (ICT) grow rapidly, the education and hospital institutions provide more distance learning programs, which also makes the research on e-learning more important. However, disadvantages in e-learning have been identified. Blended e-learning systems (BELSs) are considered effective alternative learning approaches. This research proposes a conceptual model to explain the factors affecting nurses’ behavioral intention to use a blended e-learning system (BELS). This research integrated perceived risk and the technology acceptance model to hypothesize a theoretical model for explaining and predicting learners’ behavioral intention to use a BELS. Self-report questionnaires were distributed to local community hospitals, regional hospitals, and medical centers in Central Taiwan. To confirm this research hypothesis, data were collected 682 nurses, with a response rate of 97.4%. Using structural equation modeling (SEM), the results show that perceived risk, perceived ease of use, and attitude influenced BELS behavioral intention. Perceived ease of use, and perceived usefulness substantially influenced use attitude. In addition, the path coefficient of perceived risk on attitude was non-significant. On the basis of the results, hospital institutions can devise better strategies for developing their blended e-learning system. Key words: nurses education, blended learning, technology acceptance model, nurse perceptions, structural equation model.

The future of blended learning in Jordanian universities post-Covid 19

“…The study instrument was developed to identify the attitudes, reasons and obstacles in implementing blended learning in Jordanian universities., After reviewing theoretical literature related to the subject, and using some literature, research and previous relevant studies conducted in this the field such as: (Porter et al, 2014;Chang et al, 2015;Dziuban et al,2018).…”

“…Thus, the means of learning are interdependent on the entire course of the learning process. Chang et al (2015) consider blending learning as one of the methods that contribute to the success of learning process by gaining knowledge from face-to-face learning and using electronic learning platforms for assessments, and self and cooperative learning, It is based on the principle that the students take responsibility for their learning through methods the educational activities, as learning methods are different from traditional methods to fit this type of learning. Akbarov et al (2018) define blended learning is as a learning strategy that integrates various models of traditional and distance learning and uses multiple forms of technology.…”