Investigating university students' adoption of video lessons

Turan Z., Çetintaş H. B.

OPEN LEARNING, cilt.35, sa.2, ss.122-139, 2020 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 35 Sayı: 2
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1080/02680513.2019.1691518
  • Dergi Adı: OPEN LEARNING
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Library and Information Science Abstracts, Psycinfo, Library, Information Science & Technology Abstracts (LISTA)
  • Sayfa Sayıları: ss.122-139
  • Anahtar Kelimeler: Video adoption, video lessons, structural equation modeling, flipped classroom, distance education, TECHNOLOGY ACCEPTANCE MODEL, COMPUTER SELF-EFFICACY, E-LEARNING ADOPTION, USER ACCEPTANCE, HIGHER-EDUCATION, BEHAVIORAL INTENTION, INFORMATION-TECHNOLOGY, INTRINSIC MOTIVATION, FLIPPED CLASSROOM, PERCEIVED EASE
  • Atatürk Üniversitesi Adresli: Evet

Özet

The purpose of this study was to examine the undergraduate students' adoption of video lessons. The data were collected from 313 undergraduate students from Education, Health Sciences, and Letters Faculties within a large university in Turkey using a questionnaire with six constructs: ease of use, usefulness, enjoyment, intention, computer self-efficacy and relative advantage. The Technology Acceptance Model and Diffusion of Innovation Theory were used as the research framework for the study, and the data were analysed by Structural Equation Modeling. The results showed that ease of use and computer self-efficacy had a significant influence on usefulness of video lessons. Computer self-efficacy had a significant influence on ease of use regarding video lessons and usefulness of a video lesson had a significant influence on relative advantage. In addition, relative advantage and enjoyment had a significant effect on student intention to use a video lesson. Interestingly, it was found that perceived ease of use, perceived usefulness, and computer self-efficacy had no effect on the intention to use video lessons. Consequently, five constructs account for 38% of the variance intention to use video lessons. The research model was found to have a good fit.