Educational webcasts’ acceptance: Empirical examination and the role of experience
Educational webcasts have enhanced the value of training procedures in institutions and business organizations. In this study, variables from the Unified Theory of Acceptance and Use of Technology, Social Cognitive Theory and Theory of Planed Behavior were chosen as important predictors of e-Learning tools acceptance. This hybrid framework aims to verify the effect of the selected key variables on webcast acceptance. Moreover, the effect of experience on learners’ intention to adopt webcasts is explored, as well as the moderating effect of experience on the relationships between the selected key variables and the intention to adopt webcasts. Responses from 248 webcast-based learners were used to examine webcasts’ adoption and the differences between learners with low and high levels of webcast usage experience. Results confirmed the effects of the key variables and experience on learners’ intention to use webcasts and indicated the moderating effect of learners’ experience on the relationships between (1) Perceived Behavioral Control and Behavioral Intention and (2) Social Norm and Behavioral Intention. The overall outcomes are expected to contribute to theoretical development and promote the acceptance of educational webcasts.
British Journal of Educational Technology