Transcript Using a cognition-motivation-control view to assess the adoption

Using a cognition-motivation-control view to assess
the 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.
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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 responsive feedback 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).
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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.
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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 goaldirected human behavior.
• Web-based learning is an adaptive learning process governed by the
personal cognition, motivation, and control of behavioral efficacy.
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Research Model(2/3)
• Integrating the cognition-motivation and cognition-control views to
suit belief–attitude–intention chains, this study summarizes three
critical beliefs stemming from learner perceptual processes of Webbased learning.
- self-efficacy, is a cognitive factor referring to individual self-assessments
regarding personal confidence 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 to
assess individual expectations underlying social values and norms.
- perceived behavioral control, is a control factor that produces a shortterm
effect on the adaptation learning process and can be used to assess the
availability of knowledge or abilities that learners can adapt for Web-based
learning.
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Research Model(3/3)
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Method
• With the support of a Web-based system developed on campus,
those voluntary students can search for information, access courserelated 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.
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Results(1/2)
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Results(2/2)
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Discussion(1/3)
• The empirical results of this study revealed no direct effect of selfefficacy on individual attitudes towards Web-based learning.
• The mechanism for this effect may be that most participants
perceive the Web-based system to be a medium 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 perceived10
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 Webbased system.
• Personal outcome expectations positively influence attitude.
• This study found that perceived behavioral control positively affects
attitude.
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Discussion(3/3)
• This study also confirms that individual attitudes towards Webbased 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 shortterm 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.
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