Abstract

Online course learning is an important part of higher education curriculum. However, the factors influencing college students’ online course learning behavior are poorly understood. The purpose of this study is to analyze the factors affecting college students’ online course learning behavior. This study integrated the Information System Success Model, the Technology Acceptance Model, and Self-efficacy Theory to construct an online course learning acceptance model. A total of 308 college students participated from China filled out the questionnaire, and 18 of them also participated in a semi-structured interview. The structural equation model was used to analyze the research data. The empirical analysis showed that self-efficacy has a positive impact on perceived usefulness and perceived ease-of-use; Perceived usefulness, attitude, system quality, and information quality affect users’ behavioral intentions positively; Perceived ease of use has a positive effect on users’ attitudes and perceived usefulness; and perceived usefulness has a direct effect on users’ attitudes; Furthermore, behavioral intention can predict the actual use of online courses by college students. In addition, we will discuss these results and provide recommendations. This study provides a theoretical basis for the study of online course learning acceptance and extends the technology acceptance model. The research can provide inspiration for the design of online course learning and the decision-making of management institutions, and contribute to the sustainable development of education.