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The Role of Task Technology Fit to Enhance Student Satisfaction Towards Blended Learning in Chengdu, China |
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| รหัสดีโอไอ | |
| Creator | Wenbo Li |
| Title | The Role of Task Technology Fit to Enhance Student Satisfaction Towards Blended Learning in Chengdu, China |
| Publisher | Assumption University Press |
| Publication Year | 2567 |
| Journal Title | The Scholar: Human Sciences |
| Journal Vol. | 16 |
| Journal No. | 2 |
| Page no. | 64-77 |
| Keyword | Blended Learning, Task Technology Fit, Satisfaction, Private Colleges, China |
| URL Website | http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/7446 |
| Website title | The Scholar: Human Sciences |
| ISSN | 2586-9388 |
| Abstract | Purpose: Blended learning had become a popular educational approach that mixed the characteristics of face-to-face lectures and online learning in the digital age. This research aimed to examine the factors of task technology fit, confirmation, cognitive presence, teaching presence, social presence, and learner-instructors interaction to impact blended learning satisfaction of college students in Chengdu, China. The research model demonstrates relationships between key varaibles. Research design and methodology: This research applied the quantitative method and questionnaire as instruments to survey 500 students, who majored in art and design subjects. Before distributing the questionnaires, Item-Objective Congruence (IOC) and a pilot test of Cronbachs Alpha were used to test validity and reliability. Data was analyzed by utilizing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate the models goodness of fit and confirm the causal relationship among variables for hypots testing.. Results: The main findings revealed that confirmation, cognitive presence, social presence, and learner-instructors interaction significantly influenced satisfaction with blended learning, except task technology fit and teaching presence. Cognitive presence and learner-instructor interaction has strong and significant role to enhance students satisfaction with hybrid learning. Conclusions: The study has found that the research conceptual model could predict and explain how the factors impact blended learning satisfaction. |
