Using micro-lectures in small private online courses: what do we learn from students’ behavioural intentions?

Abstract

ABSTRACT The purpose of this study is to apply the Technology Acceptance Model to identify the determinants affecting students’ behavioural intentions when it comes to using micro-lectures. The conceptual framework included three antecedents of behavioural intentions – perceived usefulness of micro-lectures; perceived ease of use of micro-lectures; and user satisfaction. Moreover, the four first-order constructs of content richness, user satisfaction, vividness and self-efficacy were incorporated into the framework based on the theoretical construction. Employing a structural equation modelling approach, the hypothesised model was validated empirically using data collected from China. This study examines two factors (perceived usefulness of micro-lectures and user satisfaction in terms of micro-lectures) related to learners’ behavioural intentions to continue using micro-lectures. Additionally, micro-lecture compatibility, micro-lecture self-efficacy and the vividness of micro-lectures emerged as critical predictors of the perceived usefulness of micro-lectures. The findings provide practical implications for educators and micro-lecture learning system developers.