Using micro-lectures in small private online courses: what do we learn from students’ behavioural intentions?

ABSTRACT

The purpose of this study is to apply the Technology Acceptance Model to identify the determinants affecting students’ behavioural intentions when it comes to using micro-lectures. The conceptual framework included three antecedents of behavioural intentions – perceived usefulness of micro-lectures; perceived ease of use of micro-lectures; and user satisfaction. Moreover, the four first-order constructs of content richness, user satisfaction, vividness and self-efficacy were incorporated into the framework based on the theoretical construction. Employing a structural equation modelling approach, the hypothesised model was validated empirically using data collected from China. This study examines two factors (perceived usefulness of micro-lectures and user satisfaction in terms of micro-lectures) related to learners’ behavioural intentions to continue using micro-lectures. Additionally, micro-lecture compatibility, micro-lecture self-efficacy and the vividness of micro-lectures emerged as critical predictors of the perceived usefulness of micro-lectures. The findings provide practical implications for educators and micro-lecture learning system developers.

KEYWORDS:

• Micro-lectures
• small private online courses
• behavioural intentions
• technology acceptance model

Note

The data for this study can be accessed by email request to Kai Wang personally ([email protected]). The study was carried out under the approval of the university to which the participants belonged. The participants were asked to respond to the survey items anonymously.

Disclosure statement

There is no conflict of interest regarding this study.

Additional information

Notes on contributors

Kai Wang

Kai Wang is a post-doctoral researcher in the Center for Teacher Education Research of Beijing Normal University. In more recent work, he is especially interested in exploring the interplay between micro-lectures and flipped learning.

Chang Zhu

Chang Zhu is a professor in the Department of Educational Sciences of Vrije Universiteit Brussel in Belgium. Her main topics and areas of research include blended learning and innovations in higher education.

Jo Tondeur

Jo Tondeur is an assistant professor at the Vrije Universiteit Brussel. His research interests are in the field of instructional design and educational innovation.