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/ 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.

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). 2

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. 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 goal- directed human behavior. Web-based learning is an adaptive learning process governed by the personal cognition, motivation, and control of behavioral efficacy. 4 Research Model(1/3)

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 Web- based 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 short- term 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. 5 Research Model(2/3)

6 Research Model(3/3)

7 Method With the support of a Web-based system developed on campus, those voluntary students can search for information, access course- related 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.

8 Results(1/2)

9 Results(2/2)

Discussion(1/3) 10 The empirical results of this study revealed no direct effect of self- efficacy 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 perceived behavioral control.

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 Web- based system. Personal outcome expectations positively influence attitude. This study found that perceived behavioral control positively affects attitude. 11

12 Discussion(3/3) This study also confirms that individual attitudes towards Web- based 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 short- term 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.