A Survey on the influencing factors of Chinese College Student’s willingness to use Online Education

Abstract

The objectives of this research were (1) to investigate the basic information of college students in Chengdu, including the personal information of the respondents, such as gender, age, and education, and to understand the basic situation of online learning among college students in some schools in Chengdu. (2) Investigate the online learning choices of college students, collect the factors influencing college students' online learning behavior, including personal factors, social factors, school factors and the influence of learning content on college students' online learning behavior, and analyze the factors influencing college students' online learning behavior choices; (3) Further analyze the willingness to pay for online learning according to the data collected from relevant users, and study the relevant factors. (3) further analyze the willingness to pay for online learning based on the collection of relevant user willingness to pay data and study the influencing factors regarding willingness to pay; (4) explore the degree of influence of each factor on university students' willingness to spend online in conjunction with the empirical results. This quantitative study employed a questionnaire survey to collect data. Three universities in Chengdu were selected through stratified sampling, and then 790 university students were selected using simple random sampling to distribute questionnaires, and 732 valid questionnaires were returned. Finally, factor analysis and a revised model were used to determine the factors influencing the use of online education theatres by university students in Chengdu. Major findings: (1) While in terms of completion, over 85% of the university students interviewed have completed no more than three courses, and 30% of them have tried online learning but have not systematically. (2) When choosing whether or not to study online, university students first look at the content of the course, including whether or not the course provided by the platform meets the user's needs. The second most important influencing factor was the quality of the mobile device app. (3) As long as the online learning platform provides course services that are attractive enough to users and of high quality, university students' willingness to pay for online learning is still very strong. (4) In terms of direct effects, social factors are the most important factor influencing university students' willingness to use online learning, followed by accessibility, with perceived ease of use in third place and perceived usefulness having the least influence.