An Integrative Adoption Model of Video-Based Learning

Autor/inn/en	Mikalef, Patrick; Pappas, Ilias O.; Giannakos, Michail
Titel	An Integrative Adoption Model of Video-Based Learning
Quelle	In: International Journal of Information and Learning Technology, 33 (2016) 4, S.219-235 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-01-2016-0007
Schlagwörter	Video Technology; Self Efficacy; Student Surveys; Student Attitudes; Computer Literacy; Teaching Methods; Learning Processes; Instructional Effectiveness; Models; Information Technology; Outcomes of Education; Technology Integration; Educational Technology; Learning Experience; Participant Characteristics; Educational Attainment; High School Students; Graduate Students; Undergraduate Students; Electronic Learning + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schülerbefragung; Schülerverhalten; Computerkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Unterrichtserfolg; Analogiemodell; Informationstechnologie; Lernleistung; Schulerfolg; Unterrichtsmedien; Lernerfahrung; Bildungsabschluss; Bildungsgut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Purpose: Video-based learning (VBL) is gaining increased attention as an educational means in settings such as the flipped classroom and massive open online courses. The value of VBL has been recognized in a range of contexts due to the ability to extend opportunities for life-long education for all socio-economic levels, removing geographical boundaries while at the same time alleviating time constraints. Yet, despite the advantages featured by VBL and some promising early outcomes regarding its effectiveness, little is known about what influences individuals to adopt VBL systems and technologies. The paper aims to discuss this issue. Design/methodology/approach: Building on behavioral and adoption-acceptance theories as well as on past empirical studies on e-learning, a conceptual model of VBL adoption is proposed. By analyzing survey data from 260 VBL learners, the conceptual model is put to test by means of structural equation modeling. Findings: Outcomes indicate that performance expectancy (PE) and computer self-efficacy (CSEF) have a positive direct effect on behavioral intention to adopt VBL. In addition, effort expectancy (EE) and social influence positively impact PE, while CSEF is found to enhance EE and perceived behavioral control. Originality/value: This study integrates several theoretical perspectives that are applied to adoption of novel information technologies and in addition builds on findings of past empirical research on learning technologies. In effect, the conceptual model along with outcomes provide an integrative perspective of adoption determinants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01