The behavioural intention to use video lecture in an ODL institution

Abstract

Purpose The purpose of this paper is to gain insight into learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of perceived ease of use and perceived usefulness of video lectures. It is hoped that the findings of this study will provide feedback as to learners’ intention to use as well as guidelines on how to improve the development of video lectures as the university gears to offer more courses in the fully online mode in the near future. Design/methodology/approach A total sample of 392 questionnaires were collected for this study using technology acceptance model model. Descriptive and inferential statistics are used as the main analytical tool to study the learners’ behavioural intention to use the video lectures as their learning material. The behavioural intention construct is measured in terms of two dimensions: perceived ease of use and perceived usefulness of video lectures. Findings In conclusion, the findings from this research study seem to suggest that OUM learners have a positive perception of video lectures with reference to the two dimensions of “ease of use” and “usefulness”, where ease of use is concerned, OUM learners rate content relevancy, appropriate language and viewing flexibility as the strongest points of video lectures. The aspects ranked lowest are technical (ability to play the video lecture smoothly from the beginning to the end) as well as objective of usage (video lectures are not rated high as revision material for exam preparation). Research limitations/implications Future studies can be conducted pertaining to issues on the context in which learning is taking place within higher education, various definitions of video, and ways of categorising and presenting these different types, teaching “with” and “through” video from the perspective of the lecturer and the educational institution, approaches to didactically embedding and integrating video into a course that results in effective learning and the process and support needed by the (traditional) lecturer to create and deploy various types of video content. Originality/value Over the last ten years, the production of video has gone from a complicated and technical process to one easily done by the general masses. It is now possible for anyone with a mobile phone to make a video recording. The question lies on whether the students have deeper meaning of learning via video lectures and the perception of students on using video lecture as teaching tool in the open and distance learning.

Adoption of Video Learning SOPs: Evidence from the Financial Sector with UTAUT Perspective

“…Thus, PE affects BI directly while EE and SI affect BI indirectly. Other studies of e-learning implementation using interactive videos at Open University Malaysia (OUM) also showed positive results where there is positive perception of video lectures implementation in term of Ease of Use and Usefulness [7]. Ease p-ISSN : 2685-9106 e-ISSN : 2686-0384 ADI International Conference Series Adoption of Video Learning SOPs… 187 of Use and Usefulness are found in IDT and it is similar to EE on UTAUT model [16], [20].…”

“…It measures the degree of easiness regarding the usage of technology and a positive predictor for technology acceptance [20]. EE which also identical to perceived ease of use (PEOU) also predicted to influence BI because PEOU significantly impacting BI in the adoption of video learning [7] and adoption of flipped classroom [13]. Thus, this study provides below hypothesis.…”

“…With the growing of internet, Video-Based Learning (VBL) showed importance and benefits of its adoption on educational purposes [6]. Interactive videos used to support traditional approaches and used widely because it's beneficial for both education providers and learners [7].…”

Prototype Media Pembelajaran Video Tutorial Pada Mata Pelajaran Teknologi Perkantoran di SMK Negeri 4 Surabaya

“…video tutorial sangat penting digunakan dalam pengajaran dan pembelajaran karena banyak keuntungan yang diberikannya. Pengajaran dan proses pembelajaran dapat lebih ditingkatkan dan dengan video tutorial, siswa dapat belajar di mana saja kapan saja (Chiam, Woo, Chung, & K.P. Nair, 2017).…”

User Behavioral Intention to Use Online Distance Learning (ODL): The Role of Self-Efficacy and Domain Knowledge

“…A portfolio of learning strategies and materials that can cater to the various needs of learners across a range of learning environments needs to be created [7]. Several studies have also found challenges posed by online learning to students during MCO [8].…”