Students’ use of Weblectures In a Blended Course: Cognitive Mediators
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Authors
EdMedia + Innovate Learning, Jun 27, 2011 in Lisbon, Portugal ISBN 978-1-880094-89-1
Abstract
This paper investigates students’ acceptance and continued use of web-lectures in an undergraduate course. In order to explain usage differences, the Technology Acceptance Model (TAM) of Davis (1989) was used. This model was extended with a temporal dimension to gain insight into the change of expectations and attitudes while being exposed to the web-lectures and how these changed conceptions and attitudes explain students’ continued use. Students’ (n= 120) use of the web-lectures was captured by logging the hits and the duration of watching the web-lectures. Results reveal that although a lot of students accepted web-lectures, only a few continued using them. Contrary to the TAM model, students’ initial adoption was not influenced by their initial attitudes and expectations. Students’ continued use was only influenced by their perceptions of usefulness. These data illustrate that although students were positive towards the web-lectures, they only used them after they acknowledged the functionality of the tool for supporting the learning process.
Citation
Lust, G., Elen, J. & Clarebout, G. (2011). Students’ use of Weblectures In a Blended Course: Cognitive Mediators. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1569-1578). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/p/38071.
© 2011 AACE