Marketing Executive Interest in Continuing Education at Colleges and Universities: An Examination of Influences on Program Participation

McDonald, William J.

doi:10.1080/10528008.1995.11488511

Cited by 1 publication

(1 citation statement)

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“…We employed grounded theory using autoethnographic case studies as a data source for investigating the hypotheses related to video-based learning in this research as is commonly used in education studies [39][40][41][42][43][44][45][46][47][48][49]. Subsequent, grounded theory analysis started with thematic coding of observations, departmental meetings, internal communications with the senior leadership management and colleagues, and a series of informal discussions and student feedback in end-of-semester student evaluations to identify patterns.…”

Section: Grounded Theory and Autoethnographymentioning

confidence: 99%

Drivers and Barriers of Social Sustainable Development and Growth of Online Higher Education: The Roles of Perceived Ease of Use and Perceived Usefulness

et al. 2023

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Online and distance learning classes have been touted for the last several years as an innovation in higher education that should help improve the entrepreneurial growth mindset of students. However, the reported negative online learning experience of many college students worldwide during the COVID-19 epidemic has shown that many opportunities remain to improve the sustainable development and growth of online visual instruction practices. In this study, we outline and investigate a set of hypotheses related to the perceived usefulness and perceived ease of use (from TAM) of online video instruction in higher education courses during the pandemic. We employ grounded theory using autoethnographic case studies as a data source. We found that (a) synchronous broadcast lectures improve participant attitude (H1) and motivation (H2) toward online instruction, (b) prerecorded video instruction increases participant perceived “ease of use” (H3) and perceived behavioral control (H4) of online instruction, but (c) indicators of recorded dates on pre-recorded video instruction decreases participant perceived “usefulness” (H5) and “certainty” (H6) of online instruction. We enrich the insights of popular motivation models for organizations and the higher education industry by outlining a set of emotional elements originating in neuroscience leadership research (SCARF) that might either amplify or diminish the perceived the ease of use and perceived usefulness to technology usage relationships when participations engage in online learning situations.

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