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Using a cognition-motivation-control view to assess the adoption intention for Web-based learning
ARTICLE

Computers & Education Volume 50, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

People expect Web technology to facilitate learning, particularly in higher education. A key issue involves the factors motivating the adoption of the Web for learning. Drawing upon social cognitive theory (SCT) and the theory of planned behavior (TPB), this study adopts a cognition-motivation-control view to assess learner adoption intentions for Web-based learning. The proposed model is validated by surveying 319 undergraduate students who had enrolled in Web-based courses and attended a 12-hour training program on using a Web-based system for academic learning. The empirical findings identified that efficacy control and efficacy expectations can be used to guide learner adaptation learning behaviors on the Web. The limitations of this study are discussed and future research directions suggested.

Citation

Shih, H.P. (2008). Using a cognition-motivation-control view to assess the adoption intention for Web-based learning. Computers & Education, 50(1), 327-337. Elsevier Ltd. Retrieved July 19, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2006.06.001

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