Using a cognition-motivation-control view to assess
the adoption intention for Web-based learning
Presenter: Che-Yu LinAdvisor: Ming-Puu ChenDate: 09/30/2009
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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.
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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)
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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 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.
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Results(1/2)
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Results(2/2)
Discussion(1/3)
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• 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.
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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.