Quality blended learning systems for improving undergraduate students’ skills

Abstract

Purpose

This study aims to investigate the effects of quality blended learning systems (QBLS) on the improvement of undergraduate students’ skills through the use of the Technology Acceptance Model (TAM) and the Theory of Planned Behaviour (TPB) model.

Design/methodology/approach

The study sample includes 1,200 subjects of which 126 and 1,074 are lecturers and students, respectively. The subjects were selected from seven post-secondary institutions in Nigeria. A stratified sampling technique was used in data collection. Collected data were analysed using exploratory and confirmatory factor analyses.

Findings

The results reveal that QBLS influences the perceived ease of use, perceived usefulness, attitude, subjective norms and perceived behavioural control towards intentions that culminate in the usage of blended learning tools (BLTs).

Originality/value

The study supports the belief that QBLS enhances users’ behaviour towards system usage with the TAM and the TPB predicting real usage of BLTs via users’ intentions. Practically, teachers should adjust the existing BLTs not only to create new ones but also to suit personalized teaching and learning activities.

Citation

Ohanu, I.B., Shodipe, T.O., Ohanu, C.M.-G. and Anene-Okeakwa, J.E. (2022), "Quality blended learning systems for improving undergraduate students’ skills", Quality Assurance in Education, Vol. 30 No. 2, pp. 169-183. https://doi.org/10.1108/QAE-08-2021-0132