{"id":3582,"date":"2024-06-18T15:36:56","date_gmt":"2024-06-18T07:36:56","guid":{"rendered":"https:\/\/symposium.hktea.edu.hk\/?p=3582"},"modified":"2024-07-02T23:23:23","modified_gmt":"2024-07-02T15:23:23","slug":"online-or-offline-or-both-the-support-of-blended-learning","status":"publish","type":"post","link":"https:\/\/symposium.hktea.edu.hk\/online-or-offline-or-both-the-support-of-blended-learning\/","title":{"rendered":"Online or Offline or Both? The Support of Blended Learning"},"content":{"rendered":"<h6 class=\"wp-block-heading\"><br><strong>Poster Presentation Time:<\/strong> 1225-1400; 1500-1600<\/h6><h6 class=\"wp-block-heading\"><strong>Venue<\/strong>: L3, Tai Po-Shek-O Room, Lower Level I<\/h6><h6 class=\"wp-block-heading\"><strong>Presenter(s)<\/strong><\/h6><p>&#8211; <strong>Dr Dr Edmund Tai Ming WUT<\/strong>, Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University<\/p><h6 class=\"wp-block-heading\"><strong>Abstract<\/strong><\/h6><p>We aim to investigate factors affecting students\u2019 intention to join blended learning courses in higher education sector using Community of Inquiry framework and Unified Theory of Acceptance and Use of Technology (UTAUT) model. Stimulus-Organism-Response (S-O-R) model was employed to develop a new research framework while constructs in the Community of Inquiry are Stimulus and constructs from UTAUT are considered as Organism and Response. A survey was conducted with undergraduate students in a Hong Kong higher institution. It was found that Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) were associated with performance expectancy, social influence and effort expectancy respectively. Performance expectancy and effort expectancy were associated with social influence. Social influence was associated with students\u2019 attitude towards blended learning. Institution support was not related to the students\u2019 attitude towards blended learning in the post-pandemic period. Attitude towards blended learning was associated with their behavioral intention to participate in blended learning. Online and offline tools could be adopted to improve the students\u2019 acceptance towards the blended learning approach.<\/p><h6 class=\"wp-block-heading\"><strong>Theme<\/strong>: 1. Showcase Project Achievements<\/h6><h6 class=\"wp-block-heading\"><strong>Sub-theme<\/strong>: 1.4&nbsp; Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)<\/h6>","protected":false},"excerpt":{"rendered":"<h6 class=\"wp-block-heading\"><strong>Poster Presentation Time:<\/strong> 1225-1400; 1500-1600<\/h6>\n<h6 class=\"wp-block-heading\"><strong>Venue<\/strong>: L3, Tai Po-Shek-O Room, Lower Level I<\/h6>\n<h6 class=\"wp-block-heading\"><strong>Presenter(s)<\/strong><\/h6>\n<h6 class=\"wp-block-heading\"><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/h6>\n<p>&#8211; <strong>Dr Dr Edmund Tai Ming WUT<\/strong>, Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University<\/p>\n<h6 class=\"wp-block-heading\"><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading {\"level\":6} --><\/h6>\n<h6 class=\"wp-block-heading\"><strong>Abstract<\/strong><\/h6>\n<h6 class=\"wp-block-heading\"><!-- \/wp:heading --><\/p>\n<p><!-- wp:paragraph --><\/h6>\n<p>We aim to investigate factors affecting students\u2019 intention to join blended learning courses in higher education sector using Community of Inquiry framework and Unified Theory of Acceptance and Use of Technology (UTAUT) model. Stimulus-Organism-Response (S-O-R) model was employed to develop a new research framework while constructs in the Community of Inquiry are Stimulus and constructs from UTAUT are considered as Organism and Response. A survey was conducted with undergraduate students in a Hong Kong higher institution. It was found that Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) were associated with performance expectancy, social influence and effort expectancy respectively. Performance expectancy and effort expectancy were associated with social influence. Social influence was associated with students\u2019 attitude towards blended learning. Institution support was not related to the students\u2019 attitude towards blended learning in the post-pandemic period. Attitude towards blended learning was associated with their behavioral intention to participate in blended learning. Online and offline tools could be adopted to improve the students\u2019 acceptance towards the blended learning approach.<\/p>\n<h6 class=\"wp-block-heading\"><!-- \/wp:paragraph --><\/p>\n<p><!-- wp:heading {\"level\":6} --><\/h6>\n<h6 class=\"wp-block-heading\"><strong>Theme<\/strong>: 1. Showcase Project Achievements<\/h6>\n<h6 class=\"wp-block-heading\"><!-- \/wp:heading --><\/p>\n<p><!-- wp:heading {\"level\":6} --><!-- \/wp:heading --><\/h6>\n<h6 class=\"wp-block-heading\"><strong>Sub-theme<\/strong>: 1.4\u00a0 Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)<\/h6>\n","protected":false},"author":4,"featured_media":4586,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[98],"tags":[],"institution":[82],"sub-theme":[94],"presentation-theme":[97],"acf":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/symposium.hktea.edu.hk\/wp-content\/uploads\/2024\/06\/36_cpce-polyu_Edmund-Wut.jpg","_links":{"self":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts\/3582"}],"collection":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/comments?post=3582"}],"version-history":[{"count":8,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts\/3582\/revisions"}],"predecessor-version":[{"id":4360,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/posts\/3582\/revisions\/4360"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/media\/4586"}],"wp:attachment":[{"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/media?parent=3582"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/categories?post=3582"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/tags?post=3582"},{"taxonomy":"institution","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/institution?post=3582"},{"taxonomy":"sub-theme","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/sub-theme?post=3582"},{"taxonomy":"presentation-theme","embeddable":true,"href":"https:\/\/symposium.hktea.edu.hk\/wp-json\/wp\/v2\/presentation-theme?post=3582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}