Abstract

Although videoconferencing software and equipment have been widely used in enterprises and education in recent year, few past studies experimentally examined the factors influencing users' continuous intention to attend one-to-some online courses via videoconferencing software in distance learning. In order to provide researchers with a better understanding of the determinants, this study developed a theoretical model based on social cognitive theory. Thirty university students were invited to attend a ten-week videoconferencing course and filled out an academic questionnaire after the courses. The results of the survey indicated that social environmental factors (normative belief and subjective norms) and personal factors (affect and performance outcome expectations) can significantly influence users' continuous intention. In particular, social environmental factors had the strongest direct and indirect effects. Furthermore, it is found that continuous intention significantly impacted students' learning effectiveness. (Contains 2 figures and 3 tables.)

Citation

Hsiao, K.L. (2012). Exploring the Factors that Influence Continuance Intention to Attend One-to-Some Online Courses via Videoconferencing Software. Turkish Online Journal of Educational Technology, 11(4), 155-163. Retrieved December 15, 2019 from https://www.learntechlib.org/p/55671/.

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Keywords

• College Instruction
• College Students
• Computer Software
• Data Analysis
• distance education
• English (Second Language)
• Epistemology
• Foreign Countries
• influences
• Instructional Effectiveness
• Intention
• Least Squares Statistics
• online courses
• Pretests Posttests
• Questionnaires
• Second Language Instruction
• Social Cognition
• Social Environment
• Use Studies
• Video Technology
• videoconferencing