Table 2 List of questions.

Perceived ease of use

PEU1

The online and face-to-face class is easy and convenient to learn.

Davis et al., 1989

Venkatesh et al., 2003

Wu and Liu., 2013

PEU2

It is easier to participate in class discussions in blended learning.

PEU3

Becoming proficient in using blended learning is easy.

PEU4

Blended learning follows a flexible schedule.

Perceived usefulness

PU1

Blended learning has improved my efficiency.

Davis et al., 1989

Venkatesh et al., 2003

PU2

Blended learning can take into account the individual differences of students.

PU3

Blended learning has increased my awareness of active learning.

PU4

Blended learning helps to build a good teacher-student relationship.

Learning attitudes

LA1

It is wise to use blended learning.

Davis et al., 1989

Venkatesh et al., 2003

LA2

Using blended learning is beneficial.

LA3

Blended learning courses are attractive.

LA4

Using blended learning can increase interest in learning.

Subjective norms

SN1

My classmates think I should be actively involved in blended learning.

Ajzen and Fishbein, 2000

Venkatesh et al., 2003

SN2

My teacher thinks I should be actively involved in blended learning.

SN3

My friends think I should be actively involved in blended learning.

Perceived behavioral control

PBC1

I can effectively control the learning effect of blended learning.

Ajzen and Fishbein, 2000

Venkatesh et al., 2003

PBC2

I have enough time and energy to participate in blended learning.

PBC3

I am competent in a blended learning model.

PBC4

I can set goals based on learning materials.

Intention to adopt blended learning

IABL1

I hope that there will be more blended learning in the curriculum in the future.

Venkatesh et al., 2003

IABL2

I would actively recommend blended learning courses to others.

IABL3

Next semester I may also use blended learning.