Saudi Graduate Student Acceptance Of Blended Learning Courses Based Upon The Unified Theory Of Acceptance And Use Of Technology

Abstract

The concept of ‘Blended learning’ is presently one of the most widely discussed topics in education. Blended learning (BL) is a hybrid learning approach. BL combines dual or multiple teaching modals, most frequently traditional classroom learning with eLearning (Staff, 2019). This research project utilized a quantitative, non-experimental descriptive survey for the purposes of evaluating: Performance Expectancy (PE), Effort Expectancy (EE), and Social Influence (SI) in a BL environment. The research participants were 167 graduate students in the College of Education at King Khalid University (KKU) in the City of Abha, Kingdom of Saudi Arabia. This research utilized Venkatesh et al. (2003) Unified Theory of Acceptance and Use of Technology (UTAUT) as the primary theoretical framework. Data were collected via a self-administered online questionnaire. The hypothesized model was validated empirically using data collected from the study participants. The proposed model supports and explains up to 54% of the variance in behavioral intention to use blended learning. The research indicates that PE and EE are statistically significant predictors of behavioral intention to use blended learning. Results also show no significant effect on SI. This study contributes to the relevant body of knowledge by identifying determinants that predict students’ behavioral intention to adopt and use BL. This paper also confirms that Venkatesh et al. (2003) UTAUT is a valid model for studying technology acceptance and use in education. Based on the results of this research, the authors herein present recommendations for instructional practice and future research to implement BL in academia.