This study empirically investigates factors predicting students’ behavioral intentions towards the continuous use of mobile learning. Two baseline models namely the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) with the addition of habit as an exogenous construct were used for this purpose. The data were collected from 171 engineering undergraduates and analyzed based on structural equation modeling. The results suggest (1) Behavioral intention was positively and significantly influenced by mobile learning self-efficacy, attitude, and perceived usefulness; (2) Attitude was positively and significantly influenced by subjective norm, perceived usefulness, and mobile learning self-efficacy; (3) Mobile learning self-efficacy was only influenced by perceived ease of use and (4) Habit of using WhatsApp did not influence perceived usefulness nor perceived ease of use but had a positive and significant relationship with mobile learning self-efficacy. Nonlinear relationships were also observed between (1) Behavioral intention with perceived ease of use, perceived usefulness, and subjective norm (2) Habit with perceived usefulness and mobile learning self-efficacy. The nonlinear findings indicate that the relationships between these constructs, which were previously reported as linear, are prone to saturation and warrants further investigation. Our findings also stipulate a practical reference for higher educational institutions targeting to practice mobile learning for engineering undergraduates.

Distance education has evolved partly through technologies that defined them in the various generations of distance education delivery. However, in the twenty-first century, the use of Learning Management System (LMS) has changed the face of distance education delivery. Even the traditional face-to-face based distance education mode is now adopting the LMS as a mediating technology between instructors and students. However, in the usage of LMS-enabled blended learning, several factors have been cited in the literature as enablers towards actual usage of LMS technology. Factors such as facilitating conditions, voluntariness of use and actual use behaviour have been important in contemporary literature. Despite their importance, the chasm in the literature is the nuances existing in terms of relationships between these three factors. This study fills the gap by defining a model based on the three factors to provide an in depth empirical study on their relationships and how they influence LMS-enabled blended learning uptake of distance education by tutors. The study thus employs a cross country survey to collect data from 267 tutors and offer analysis by way of a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The study revealed important relationships among facilitating conditions, voluntariness of use and use behaviour of LMS-enabled blended learning such that facilitating conditions predicted voluntariness of use and actual use behaviour; voluntariness of use determined actual LMS use behaviour for blended learning in distance education. The study finally provided recommendations based on the findings for policy and practice of LMS-enabled blended learning in distance education.