Abstract
The present study focuses on five latent factors affecting students’ use of WebCT in a Web-enhanced hybrid undergraduate course at a southeastern university in the United States. An online questionnaire is used to measure a hypothetic model composed of two exogenous variables (i.e., subjective norm and computer self-efficacy), three endogenous variables (i.e., perceived ease of use, perceived usefulness, and attitude toward WebCT use), one dependent variable (i.e., actual system use), and eleven demographic items. PROC CALIS is used to analyze the data collected. Results suggest the technology acceptance model may not be applicable to the higher education setting. However, student attitude toward WebCT instruction remains a significant determinant to WebCT use on a non-voluntary basis. Educational achievement (i.e., student final grades) is regressed on the attitude factor as an outcome variable. Suggestions for practitioners and researchers in the field are mentioned.
| Keywords: | attitude-behavior relationship; structural equation model; computer self-efficacy; subjective norms |
|---|
[Index | Journal of Educational Media and Library Sciences | Other Journals | Subscription form | Enquiry ]
Mail any comments and suggestions to
hkier-journal@cuhk.edu.hk .