A Study of Influence Factors of Undergraduate History Majors’ Continuance Learning Intention of Online Courses
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This study aims to improve undergraduate history majors’ continuance learning intention of online courses. This study used literature research to construct a research model of academic support services, non-academic support services, perceived usefulness, and perceived ease of use that affects history undergraduate students’ continuance learning intention in online courses. This study takes the undergraduate history majors on the online course platform as the research object, and a questionnaire survey was conducted. At the same time, the relationship and influence of various factors are also analyzed by the structural equation model. The four variables of learning support services significantly influence perceived usefulness and perceived ease of use. The four variables of learning support services based on perceived ease of use have significant effects on perceived usefulness. The mediating effects of the four variables of learning support services based on perceived usefulness and perceived ease of use further promote undergraduate history majors’ continuance learning intention of online courses.
Abstract
This study aims to improve undergraduate history majors’ continuance learning intention of online courses. This study used literature research to construct a research model of academic support services, non-academic support services, perceived usefulness, and perceived ease of use that affects history undergraduate students’ continuance learning intention in online courses. This study takes the undergraduate history majors on the online course platform as the research object, and a questionnaire survey was conducted. At the same time, the relationship and influence of various factors are also analyzed by the structural equation model. The four variables of learning support services significantly influence perceived usefulness and perceived ease of use. The four variables of learning support services based on perceived ease of use have significant effects on perceived usefulness. The mediating effects of the four variables of learning support services based on perceived usefulness and perceived ease of use further promote undergraduate history majors’ continuance learning intention of online courses.
참고문헌 (15)
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