Abstract
The purpose of this study was to examine the relationships between students’ computer self-efficacy, intrinsic motivation, attitude, and satisfaction in blended learning environments. The participants were 239 college students enrolled at Hubei University in China. A survey including four existing instruments was used for data collection. The results of structural equation modeling analysis suggested students’ attitudes toward online and face-to-face classes were the most influential toward to satisfaction in blended learning environments. Higher levels of intrinsic motivation were seen to be influential toward satisfaction in blended learning environments. Computer self-efficacy was seen to influence intrinsic motivation and attitudes, but not found to influence satisfaction in blended learning environments.
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The work was supported by the Key Project of Philosophy and Social Science Research, Ministry of Education of China (14JZD044).
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Li, Y., Yang, H.H., Cai, J., MacLeod, J. (2017). College Students’ Computer Self-efficacy, Intrinsic Motivation, Attitude, and Satisfaction in Blended Learning Environments. In: Cheung, S., Kwok, Lf., Ma, W., Lee, LK., Yang, H. (eds) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science(), vol 10309. Springer, Cham. https://doi.org/10.1007/978-3-319-59360-9_6
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