Understanding essential factors in influencing technology-supported learning: A model toward blended learning success

Yulei Gavin Zhang, Mandy Yan Dang

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


Aim/Purpose In this study, we aim to understand factors that can influence technology-supported learning, specifically in the blended environment. To do that, a re-search model is developed by incorporating factors from three perspectives, including self-related factors, technology and systems factors, and the in-structional design factor. Background Technology-supported learning has changed the way of instruction dramati-cally in higher education, from e-learning to the more recent blended learn-ing. Because of the increased popularity and wide adoption of blended learn-ing, it would be of importance for educators and researchers to know and understand factors that could lead to student success in the blended environ-ment. Methodology The survey method was used in this study. The study site is a freshman-level, introduction to computer information systems class, at a major public univer-sity located in the United States, which adopts the blended learning instruc-tional method. In total, 699 students completed the survey. Contribution This paper contributes to the existing literature by investigating potential, in-fluential factors on blended learning success from multiple perspectives. In addition, a research model is developed and tested in order to systematically investigate and understand the impacts of those factors on student success in such a learning environment. Findings Some interesting results have been identified. One is that students' computer self-efficacy doesn't play any significant role in influencing their perceptions of either the learning climate, task-technology fit, or the level of flexibility as-sociated with blended learning. However, their own motivation to learn could significantly influence the first two of them. Another important result we find is that all four technology and systems related factors, including in-formation quality, system quality, service quality, and media richness, have significant impacts on students' perceptions of learning climate, task-technol-ogy fit, and blended learning flexibility. We also find that the instructional de-sign factor can significantly influence blended learning success. Recommendations for Practitioners The significant impacts of factors examined in this study on student success in blended learning could shape the design and adoption of technology-sup-ported learning in educational institutions. Recommendations for Researchers This study offers a research model that researchers could adopt to evaluate student success in blended learning or technology-supported education in general. Impact on Society The higher education industry needs to gain a better understanding of how potential factors could influence student success in blended learning (or tech-nology-supported learning in general) in order to ensure the success of the use of modern information technology and systems to assist students' learn-ing. Future Research Future research can further examine and validate the research model pro-posed in this study on other class settings and with different types of study bodies. In addition, future research may identify other types of important factors and further extend the proposed research model.

Original languageEnglish (US)
Pages (from-to)489-510
Number of pages22
JournalJournal of Information Technology Education: Research
StatePublished - 2020


  • Blended environment
  • In-tention
  • Instructional design factor
  • Satisfaction
  • Self-related factors
  • Technology and systems factors
  • Technology-supported learning

ASJC Scopus subject areas

  • General Computer Science
  • Education


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