Development and Validation of Learning Behaviour Scale for University Students in Blended Learning: A Technology Acceptance Model Perspective

As blended learning becomes a new norm in higher education, students' learning behaviours in this context have drawn great concern. To accurately assess these behaviours, this TAM‐based mixed‐method study first developed a semi‐structured interview protocol via literature review, interviewed 10 university students with blended learning experience to preliminarily construct a 3‐dimensional framework (behavioural intention, process, feedback), then 297 students from a university in China who have participated in blended learning are randomly selected as the research objects. Exploratory factor analysis, confirmatory factor analysis and reliability tests showed good model fit and scale reliability/validity, indicating the scale has application value and provides ideas for universities to enhance students' positive learning behaviours in blended learning.