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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 EXPLORING THE FACTORS THAT INFLUENCE CONTINUANCE INTENTION TO ATTEND ONE-TO-SOME ONLINE COURSES VIA VIDEOCONFERENCING SOFTWARE Kuo-Lun Hsiao Department of Information Management National Taichung University of Science and Technology, Taiwan h24871356@gmail.com 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. INTRODUCTION With the development of World Wide Web services and the decreasing of the cost of high speed Internet, video capture and display technology, personal videoconferencing systems have become popular and affordable to general public. Through a desktop or laptop, a webcam, a videoconferencing software and Internet connectivity, Internet users can easily have a meeting or discussion with their friends online. In addition, some free videoconferencing programs, such as Skype or MSN Messenger, are used increasingly in education to bring teachers and students separated geographically together (Eroz-Tug˘a & Sadler, 2009). For example, eBay.com provides a premium service on a website, Skype Prime Directory, for their users to talk to an advisor on a voice or voice call using Skype (http://directory.skype.com/en/skypeprime). These programs are constantly evolving and can provide high quality of video and a few simple tools for users to interact. Although the free videoconferencing programs have been used by a lot of Internet users and can be easily used to hold a meeting online, some of them only can provide one-to-one video conversations. They cannot be used to on an online one-to-some videoconferencing in education. Recently, a few some-to-some online videoconferencing programs are developed, such as CUworld and Camfrog Video Chat. These programs are more suitable for teachers to instruct some students simultaneously to save time cost. However, past researchers indicated that these programs are not as user-friendly as the free one-to-one videoconferencing programs (Eroz- Tug˘a & Sadler, 2009). Users may have more negative feelings towards theses programs while using them. Moreover, even though the online group videoconferences hold the advantages of saving teachers’ instruction time cost and students’ transportation cost, they in educational settings still have challenges (Gillies, 2008). Online videoconferencing needs stable high speed Internet and requires that users have to be online at a set time– different from some e-courses, which allow users to attend online courses wherever and whenever they wish (Bates, 2005, p. 180). Therefore, in order to exploit this technology to improve students’ learning, what factors affecting users’ continuance intention to attend one-to-some online classes via videoconferencing software merit further investigation. Users’ behaviors would be influenced by individual factors or environment situations. According to Social cognitive theory (SCT), behavior, environmental situations, and individual cognitive factors are affected by each other (Bandura, 1986). Education-related studies have used this theory to explain the adoption behavior of elearning systems recently (Chu, 2010; Wu, Tennyson, & Hsia, 2010). Accordingly, SCT is adopted to interpret users’ intention to attend online videoconferencing in this research. This study proposed a research model to investigate the main factors influencing attendance intention in an online videoconferencing environment. The proposed model is empirically validated, and the relationships among the variables will be examined as well. Theoretical background and research hypotheses SCT is widely accepted for validating individual behaviors. Many different types of research have applied it to develop a theoretical model to explain individuals’ online behavior (M. Hsu, Ju, Yen, & Chang, 2007; Huang & Liaw, 2005; Tsai & Tsai, 2010). According to SCT, users’ behaviors are affected by both individual cognitive factors and environmental factors (Wood & Bandura, 1989). Cognitive factors can be in the form of personal Copyright © The Turkish Online Journal of Educational Technology 155
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 cognition, affect and biological events. Environmental factors refer to the social or physical environments which can influence individuals’ behaviors. Regarding cognitive factors, SCT advances two sets of expectations as the major cognitive force leading behavior: (1) outcome expectations; and (2) expectation related to self-efficacy. SCT advocates that both expectations basically determine user behavior. Individuals tend to undertake the behaviors that they believe will result in a better outcome. Self-efficacy is defined as “People’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” (Bandura, 1986, p. 391). Furthermore, the theory indicated that self-efficacy influences outcome expectations and outcome expectations also affect user behavior. In terms of environmental factors, past studies and research shows that the learning environment affects learners’ behavior (Piccoli, Ahmad, & Ives, 2001; Wu et al., 2010). In the e-learning environment, the physical environments will include system functionality and content feature while the social environments can be learning climate or subjective norms (Wu et al., 2010). In particular, Subjective norms, as proposed by the Theory of Reasoned Action (TRA), can be defined as perceived social pressure – such as peer pressure or superior pressure – to perform or not perform a behavior (Fishbein & Ajzen, 1975). Past research also indicated personal factors (self-efficacy and outcome expectations) and environmental factors (normative beliefs) will affect learning online community behaviors (Joe & Lin, 2008). It is found that outcome expectations and normative beliefs are the key factors directly influence the behavior while self-efficacy indirectly influences the behaviors through outcome expectations. Therefore, they are considered as important determinants in the research model. Furthermore, in online videoconferencing environment, the efficacy of the interactions among users will mainly depend on the interactivity functions. Interactivity could enhance online users’ engagements and would increase the appeal of online services (Dubelaar, Leong, & Alpert, 2003; Ghose & Dou, 1998). By adding interactivity to an online platform, the designers could improve users’ positive attitudes, such as affect and satisfaction (Lu, Lin, Hsiao, & Cheng, 2010). Consequently, Interactivity and affect are also considered as major factors in the model. In the research model, it is proposed that affect, performance outcome expectations, and subjective norms are three major determinants of users’ intention to attend online courses via videoconferencing platform, mainly based on SCT (Bandura, 1986). In addition, it is proposed that videoconferencing platform interactivity (humansystem interactivity and human-human interactivity) will influence affect. Based on the earlier discussion, affect, performance outcome expectations, and learning self-efficacy belong to personal factors, whereas videoconferencing platform interactivity, normative belief, and subjective norms are attributed to environmental factors. The research model tested in this study is shown in Figure 1. The definitions of the constructs and the rationales for the proposed hypotheses are explained in the following sections. Figure 1. Research model Copyright © The Turkish Online Journal of Educational Technology 156
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