Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on O...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Hamad, Faten [verfasserIn] Shehata, Ahmed Al Hosni, Noura

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2024

Schlagwörter:	Blended learning Theory of Planned Behavior (TPB) e-Learning Oman

Anmerkung:	© The Author(s) 2024

Übergeordnetes Werk:	Enthalten in: International journal of educational technology in higher education - Cham, Switzerland : Springer International Publishing, 2016, 21(2024), 1 vom: 19. Feb.
Übergeordnetes Werk:	volume:21 ; year:2024 ; number:1 ; day:19 ; month:02

Links:	Volltext

DOI / URN:	10.1186/s41239-024-00443-8

Katalog-ID:	SPR054815932

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allfields	10.1186/s41239-024-00443-8 doi (DE-627)SPR054815932 (SPR)s41239-024-00443-8-e DE-627 ger DE-627 rakwb eng Hamad, Faten verfasserin (orcid)0000-0001-7548-0529 aut Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. Blended learning (dpeaa)DE-He213 Theory of Planned Behavior (TPB) (dpeaa)DE-He213 e-Learning (dpeaa)DE-He213 Oman (dpeaa)DE-He213 Shehata, Ahmed aut Al Hosni, Noura aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 21(2024), 1 vom: 19. Feb. (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:21 year:2024 number:1 day:19 month:02 https://dx.doi.org/10.1186/s41239-024-00443-8 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 21 2024 1 19 02
spelling	10.1186/s41239-024-00443-8 doi (DE-627)SPR054815932 (SPR)s41239-024-00443-8-e DE-627 ger DE-627 rakwb eng Hamad, Faten verfasserin (orcid)0000-0001-7548-0529 aut Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. Blended learning (dpeaa)DE-He213 Theory of Planned Behavior (TPB) (dpeaa)DE-He213 e-Learning (dpeaa)DE-He213 Oman (dpeaa)DE-He213 Shehata, Ahmed aut Al Hosni, Noura aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 21(2024), 1 vom: 19. Feb. (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:21 year:2024 number:1 day:19 month:02 https://dx.doi.org/10.1186/s41239-024-00443-8 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 21 2024 1 19 02
allfields_unstemmed	10.1186/s41239-024-00443-8 doi (DE-627)SPR054815932 (SPR)s41239-024-00443-8-e DE-627 ger DE-627 rakwb eng Hamad, Faten verfasserin (orcid)0000-0001-7548-0529 aut Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. Blended learning (dpeaa)DE-He213 Theory of Planned Behavior (TPB) (dpeaa)DE-He213 e-Learning (dpeaa)DE-He213 Oman (dpeaa)DE-He213 Shehata, Ahmed aut Al Hosni, Noura aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 21(2024), 1 vom: 19. Feb. (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:21 year:2024 number:1 day:19 month:02 https://dx.doi.org/10.1186/s41239-024-00443-8 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 21 2024 1 19 02
allfieldsGer	10.1186/s41239-024-00443-8 doi (DE-627)SPR054815932 (SPR)s41239-024-00443-8-e DE-627 ger DE-627 rakwb eng Hamad, Faten verfasserin (orcid)0000-0001-7548-0529 aut Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. Blended learning (dpeaa)DE-He213 Theory of Planned Behavior (TPB) (dpeaa)DE-He213 e-Learning (dpeaa)DE-He213 Oman (dpeaa)DE-He213 Shehata, Ahmed aut Al Hosni, Noura aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 21(2024), 1 vom: 19. Feb. (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:21 year:2024 number:1 day:19 month:02 https://dx.doi.org/10.1186/s41239-024-00443-8 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 21 2024 1 19 02
allfieldsSound	10.1186/s41239-024-00443-8 doi (DE-627)SPR054815932 (SPR)s41239-024-00443-8-e DE-627 ger DE-627 rakwb eng Hamad, Faten verfasserin (orcid)0000-0001-7548-0529 aut Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2024 Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. Blended learning (dpeaa)DE-He213 Theory of Planned Behavior (TPB) (dpeaa)DE-He213 e-Learning (dpeaa)DE-He213 Oman (dpeaa)DE-He213 Shehata, Ahmed aut Al Hosni, Noura aut Enthalten in International journal of educational technology in higher education Cham, Switzerland : Springer International Publishing, 2016 21(2024), 1 vom: 19. Feb. (DE-627)844430722 (DE-600)2843150-9 2365-9440 nnns volume:21 year:2024 number:1 day:19 month:02 https://dx.doi.org/10.1186/s41239-024-00443-8 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_184 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_2507 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 21 2024 1 19 02
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title_sort	predictors of blended learning adoption in higher education institutions in oman: theory of planned behavior
title_auth	Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior
abstract	Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. © The Author(s) 2024
abstractGer	Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. © The Author(s) 2024
abstract_unstemmed	Abstract The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries. © The Author(s) 2024
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title_short	Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior
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Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

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