Using a cognition-motivation-control view to assess the adoption intention for Web-based learning

1. Using a cognition-motivation-control view to assessthe adoption intention for Web-based learning Presenter: Che-Yu Lin Advisor: Ming-Puu Chen Date: 09/30/2009 Shih, H. P.(2008). Using a cognition-motivation-control view to assess the adoption intention for Web-based learning. Computers & Education, 50(1), 327–337.

2. Introduction(1/2) • The application of Web technology in higher education has influenced learning behavior (Gilliver, Randall, & Pok, 1998). - providing an effective learning environment that encourages more active participation - offering opportunities for responsivefeedback and individual involvement - promoting teamwork through collaborative learning • The transformation from traditional classrooms to Web-based learning environments has changed learning styles and interactions between instructors and students (Agres, Edberg, & Igbaria, 1998). • Trainers can work in cyberspace to improve educational inputs, process, and outcomes (Wachter, Gupta, & Quaddus, 2000).

3. Introduction(2/2) • The growth of Web applications has made the Web an important educational medium (Siau, Nah, & Teng, 2002). • Overemphasizing the effectiveness of Web-based systems may ignore the cognitive processes of learners in their adaptation learning behavior (Lee, 2001). • Web-based learning on campus is considered an adaptation learning behavior with respect to cognitive interaction among students, instructors, and Web-based systems. • The proposed research model is based on the learner perspective and will be helpful to educational institutions when they attempt to develop and deliver Web-based courses and encourage student participation in Web-based learning.

4. Research Model(1/3) • Belief–attitude–intention chains provide a useful theoretical basis for developing behavioral models to explain goal-directed human behavior (Fishbein & Ajzen, 1975). • A well-known learning model based on the cognition-motivation view, namely social cognitive theory (SCT) as proposed by Bandura (1977, 1978, 1982, 1986), has been widely applied to explain goal-directed human behavior. • Web-based learning is an adaptive learning process governed by the personal cognition, motivation, and controlof behavioral efficacy.

5. Research Model(2/3) • Integrating the cognition-motivation and cognition-control views to suit belief–attitude–intention chains, thisstudy summarizes three critical beliefs stemming from learner perceptual processes of Web-based learning. -self-efficacy, is a cognitive factor referring to individual self-assessments regarding personalconfidence or ability to use the Web for learning. -personal outcome expectations,is a motivational factor that produces a long-term effect on the adaptation learning process and can be used toassess individual expectations underlying social values and norms. -perceivedbehavioral control, is a control factor that produces a short-term effect on the adaptation learning processand can be used to assess the availability of knowledge or abilities that learners can adapt for Web-basedlearning.

6. Research Model(3/3)

7. Method • With the support of a Web-based system developed on campus, those voluntary students can searchfor information, access course-related materials, hold discussions with advisors and group members, and hand in term reports online. • The adoption intention towards Web-based learning was measured in terms of the likelihood of using three aspects of usage patterns, namely browsing, downloading and messaging, which were adopted from Teo et al. (1997). • After four weeks (12 h) of learning using the Web-based system, all participants were administered a questionnaire survey.

8. Results(1/2)

9. Results(2/2)

10. Discussion(1/3) • The empirical results of this study revealed no direct effect of self-efficacy on individual attitudes towards Web-based learning. • The mechanism for this effect may be that most participants perceive the Web-based system to be amedium for supporting learning process, rather than a mechanism for achieving learning goals. • The Web-based system on campus may require further improvement to attract students and encourage their enjoyment of learning. • When students have high self-assessments of their ability to use the Web-based system for learning, they also have high expectations regarding learning outcomes. • The empirical results show that self-efficacy increases perceived behavioral control.

11. Discussion(2/3) • The association between self-efficacy and perceived behavioral control is stronger than that between self-efficacy and personal outcome expectations, implying that control of Web use for learning rather than motivation to use the Web is more inclined to be influenced by self-assessments of personal ability to use the Web-based system. • Personal outcome expectations positively influence attitude. • This study found that perceived behavioral control positively affects attitude.

12. Discussion(3/3) • This study also confirms that individual attitudes towards Web-based learning positively affect the behavioral intention to adopt Web-based systems for learning. • Enhancing the confidence of individuals in their abilities and their personal control of Web use via training programs is a good short-term strategy for encouraging students to adapt to Web-based learning environments. • Promoting individual confidence in their abilities and motivations towards Web use via reward systems offers a good long-term strategy for encouraging student participation in Web-based learning.