1. Chais Conference, Raanana, February 17, 2011 Students‘ Adoption of Online Video-Based Distance Learning Nitza Geri Department of Management and Economics The Open University of Israel

2. The Promise of Online Video Lectures? Videos offer a rich learning experience Due to the essential human need to socialize, most students prefer traditional in-class studying, even when offered a rich e-learning environment with videos, exercises and personal online tutoring (Guri-Rosenblit, 2005) It is important to study the adoption of online video-based distance learning Technologies for instructors and students are ubiquitous Videos may increase retention and achievements in distance and blended learning environments

3. Background Most studies examine discussion boards, as primary tools of e-learning (Harman & Koohang, 2005), or investigate platforms for collaborative learning Few studies deal with video for learning, and investigate videos that support a traditional classroom course (Whatley & Ahmad, 2007; Brecht & Ogilby, 2008) Students prefer a blended learning model to a fully online course ( Precel, Eshet-Alkalai, & Alberton, 2008) There is a need for studies that examine the adoption rate of new technologies (Jeyaraj et al., 2006; Geri & Naor-Elaiza, 2008) There is much research of technology acceptance (Venkatesh et al., 2003) and diffusion of innovation (Rogers, 2003)

4. How This Study Differs? Exploratory study Students may choose their mode of learning Based on data of ~ 19,000 actual enrollment decisions The study compared achievements of overseas students before and after the inception of the video lectures, In order to investigate their effectiveness The analyzed information technology (i.e., video lectures), which was also used by students who have chosen the traditional classes, is perceived excellent, the adoption rate has grown but not exceeded 16% Examines the adoption rate of online video-based distance learning in a blended learning environment

5. Methodology Analyzed student enrollment of online video classes in two introductory courses at the Open University Videos were introduced on semester 2009B "Introduction to microeconomics" (micro) "Introduction to macroeconomics" (macro) The analyzed data refers to the first six semesters Each semester 500 to 2,500 students in each course ~ 19,000 actual enrollment decisions

6. Key Innovation Characteristics Relative advantage over the practice it supersedes Complexity Observability Compatibility with what people do Trialability Image Trust (Barnes & Huff, 2003; Rogers, 2003)

7. Results: Rate of Students Who Chose Video 2011A2010C Summer 2010B2010A2009C Summer 2009BSemester Introduction to Microeconomics 5.6%15.5%4.7%4.0%6.4%2.2% Total students MICRO 8.7%21.6%6.7%5.6%7.9%2.8% Continuing students % distance 3.4%6.9%2.3%2.6%4.8%1.5% New students % distance ***** * Significance Introduction to Macroeconomics 12.6%15.9%8.7%8.9%15.9%2.6% Total students MACRO 13.4%16.1%8.8%9.6%17.6%2.8% Continuing students % distance 6.0%12.5%7.7%2.3%2.8%0.8% New students % distance *** * Significance * Significance of difference between new and continuing students (α= 0.05)

8. Results: Total Rate of Adoption of Video-Based Distance Learning Summer Macro Micro

9. Results: Overseas Students' Achievements * The average exam grade includes only the grades of the students who have passed the exam Introduction to Macroeconomics Introduction to Microeconomics Course 2010 A + B 2008 A + B 2010 A + B 2008 A + B Semesters 58436358 Total enrolled 38324035 Took the exam 65.5%74.4%63.5%60.3% % Took the exam 33263228 Succeeded 86.8%81.3%80.0% % Succeeded (out of those who took the exam) 79.777.884.479.5 *Average exam grade 13.811.911.8 SD exam grade 81.979.085.379.8 Average final grade 11.811.110.19.9 SD final grade

10. Discussion and Conclusions Results in line with prior research (Guri-Rosenblit, 2005, 2009) Can be explained from an attention economy perspective (Davenport & Beck, 2000, 2001; Geri & Gefen, 2007) Demonstrates that even an excellent highly visible technology may not be widely adopted It may be too early to draw conclusions The majority prefers traditional face-to-face classes Availability of videos may improve achievements of all students enrolled in a course It may not be applicable to more advanced courses

11. Final Observation "It's important to remember that the relationship between different media tends to be complementary. When new media arrive they don't necessarily replace or eradicate previous types... What usually happens is that older media have to shuffle about a bit to make space for the new one and its particular advantages. Radio did not kill books and television did not kill radio or movies - what television did kill was cinema newsreel. TV does it much better because it can deliver it instantly. Who wants last week's news?" Douglas Adams The Hitchhiker's Guide to the Future (2001) BBC Radio 4