Investigating university students’ adoption of video lessons

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

“…From the student viewpoint, the need for watching videos related to what they are studying are many, ranging from enhancing their knowledge and understanding, improving the study habits, to compensating for any missed lessons (Kay, 2012). In addition to the traditional textbooks used for classroom teaching, video lectures can give additional information to the students that increase their rate of learning (Dalal, 2014;Pappas et al, 2017;Turan & Cetintas, 2020). Therefore, extant research has mainly utilized video contents as a tool for promoting active learning, which enables the students to have a concrete cognitive presentation of the topics they gain knowledge about in their traditional classrooms.…”

“…Therefore, the adoption scenario might be different for the present situation under this new normal of "online only" education, and as such it is not known whether the existing results will still hold true. Thus, there is a need to understand the actual adoption behavior of the students, because a lack of acceptance of the use of video technology/contents for the purpose of online learning will complicate the adoption procedure (Al-Adwan et al, 2018;Turan & Cetintas, 2020), and prove to be a major hinderance toward learning in these challenging times of COVID-19. The fit between technology and the learning tasks is therefore an important factor to consider that is captured by the TTF framework.…”

“…This implies that the technology characteristics, individual characteristics, and the task-technology fit scenario considered in this work greatly help in explaining the actual usage scenario of videobased learning when compared to previous research. Similarly, (Turan & Cetintas, 2020) evaluated the intention of the students toward using video-based learning focusing on an integrated TAM/Diffusion of Innovation theory approach. Their obtained R 2 value for perceived usefulness and behavioral intention are 0.44 and 0.38, respectively.…”

Learning beyond the Brick and Mortar: A Review of Prospects and Challenges of E-learning Innovation

“…These facilities increase the quality, transparency of the learning process for students, instructors, administrators, and parents. Video, audio, and pictorial capabilities of e-learning allow for the creation of instructional materials, curriculum planning, and lesson deliver [1], [2], [13], [14]. Scholars find that these features of digital-based instructional design and teaching, encourage e-learning adoptions, and use among instructors and students (e.g., [1], [14], [30]).…”

“…Scholars have used different terms to described various forms of technologydelivered learning: digital lecture, where an instructor delivers lessons through live streaming, or a digital version of the lecture is available to students on-demand 1 https://orcid.org/0000-0002-5967-7281 in a synchronized manner [1], [2], [3], [4]. This form of e-learning depends on the use of Skype technologies, Zoom, Google classroom, to stream live video feed.…”