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.