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Several universities are experimenting with hybrid-based learning systems to enter a new era after the COVID-19 pandemic. This study explores the model of student readiness and acceptance of the hybrid learning system. For this reason, this study was designed to use Hierarchical Component Models to build a hybrid learning readiness construct and combine it with two other major theories, namely extended TAM 3 and TPB. Data were collected from several logistics business students who had participated in hybrid learning. The findings in this study will prove how the readiness model we built can increase student acceptance of using the hybrid learning system.

This study investigates the interplay between social presence, motivation, and knowledge sharing behaviour in the virtual learning environment. Sample for this research were 150 university students participated in online class sessions. A quantitative analysis was conducted by Structural Equation Modelling (SEM) with Partial Least Square (PLS) methods. The result showed that (1) there are positive effects between social presence on intrinsic motivation and knowledge sharing behaviour, (2) there is a positive effect between intrinsic motivation and knowledge sharing behaviour, (3) intrinsic motivation partially mediated the relationship between social presence and knowledge sharing behaviour, and (4) extrinsic motivation acts as predictor moderator on the relationship between social presence, intrinsic motivation, and knowledge sharing behaviour. These results implied the importance of students’ motivation and social presence perception to foster knowledge sharing in the mediated learning environment.