Development and validation of an integrated Tam and Khan model on the intention to use blended learning in Malaysian orthodontic postgraduate programme [EMBARGOED]

Abstract

Blended learning educational approach has become more evident since the COVID-19 pandemic. Most studies on blended learning in orthodontics focused on the acceptance, effectiveness, and efficiency of blended learning but were not grounded methodologically on the theoretical modelling. In addition, studies examining the factors affecting behavioural intention to use blended learning are lacking. Aim: This cross-sectional descriptive study was aimed to develop an integrated theoretical model that can identify factors that contribute to the intention to use blended learning in Malaysian orthodontic programmes. This study combined factors from an acceptance model, which was the Technology Acceptance Model (TAM), and a blended learning model, which was the KHAN Octagonal Framework, as the foundation for the theoretical modelling. A total of 12 factors were identified from the integrated TAM and Khan model based on the models’ dependent and independent variables. The factors were: 1-Perceived Ease of Use, 2-Perceived Usefulness, 3-Attitude, 4-Behavioural Intention, 5-Content Quality, 6-Availability, 7-Accessibility 8-Effectiveness, 9-Teaching Style, 10-Resource Support, 11-Communication, and 12-Responsiveness. Twelve hypotheses were developed to examine the influence of the TAM and Khan model in order to isolate significant factors that influence the behavioural intention to use blended learning. A questionnaire was distributed to respondents comprising of students and academicians from four universities (UIAM, UM, UKM and UiTM) that offer orthodontic programmes. The online questionnaire was validated and had a total of 172 items based on a 5-point Likert scale to address the ranking of the identified factors. A total of 76 respondents completed the questionnaire. Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis using Smart PLS software was utilised to validate the research model and the related factors. The model measurement was used to assess the relationships between factors and their indicators, whereas the model structure was used to evaluate the relationships between the endogenous latent constructs and exogenous latent constructs. 9 out of 12 hypotheses were found to be significant and supported (weight>0.1 and t-value>1.65, p-value<0.001). This study was able to develop and validate an integrated TAM and Khan theoretical model. The model identified 9 factors that determine the intention to use blended learning in Malaysian orthodontic programmes. These factors are important components that need to be considered by institutional bodies to ensure students’ and academician’s attitude towards blended learning is positive, and that the implementation of blended learning is perpetual.