Exploring the determinants on continuance participation of college students toward blended learning: the stimulating role of course characteristics and instructor support.

Background: Blended learning (BL) has become an important learning method in the high education with the rapid advancement of "Internet + Education," however, college students face notable challenges, such as high dropout rates, low participation and low persistence, which largely reduce the learning effect of BL. Therefore, it is necessary to deeply analyze the question: "What factors will influence college students' continuance behavior in blended learning (CBBL)?" Methods: Based on the stimulus-organism-response (SOR) framework and social cognitive theory, this study constructs an integrated model of " Results: The empirical results indicating that, (1) this integrated model explains 62.85% of the variance in college students' CBBL, and LM, SEF, and LET emerge as the key determinants influencing college students' CBBL. (2) BCC positively affects LM and LET but has no significant on SEF, and it promotes college students' CBBL through LM and LET rather than SEF. (3) ITS exerts a significant influence on LM, SEF, and LET, with the most pronounced impact on LET. Moreover, ITS significantly facilitates college students' CBBL via LM, SEF, and LET. Originality/value: This study theoretically contributes to literature on BL and extends the application scope of SOR framework. Also, it reveals the antecedents of college students' CBBL in the BL environment, which is crucial for guiding their continuance learning and promoting the sustainable development of BL education.