Factors supporting faculty's intention to use online video sharing platforms in the classroom environment
Committee members: Hunt, Rebecca; Smith, Thomas.||Advisor: Hung, Wei-Chen.||Includes illustrations.||Includes bibliographical references.
Abstract
This study examined factors that influence faculty members' behavioral intention to use online video sharing platforms (YouTube) to support their teaching presence in the classroom environment at one Saudi university, King Khalid University (KKU). Out of 3,583 KKU faculty members, 151 participated in this study. The study had three research questions. Regarding the first research question (To what extent do performance expectancy, effort expectancy, and social influence explain faculty's behavioral intention to use online video sharing platforms [YouTube] to support teaching presence in the classroom environment?), the results indicated that the combined set of three predictors: Performance Expectancy (PE), Effort Expectancy (EE), and Social Influence (SI) significantly predicted faculty members' behavioral intention. However, when examining each predictor individually, only PE was significantly related to Behavioral Intention (BI) with a positive relationship. For the second research question (To what extent do gender, nationality, academic rank, and teaching experience relate to faculty's behavioral intention to use online video sharing platforms [YouTube] to support teaching presence in the classroom environment?), the findings indicated that the combined set of predictors did not predict the faculty member's behavioral intention. Similarly, the results showed no significant relationship between any individual predictor and the outcome. Regarding the third research question (To what extent is the relationship between 1) performance expectancy, effort expectancy, and social influence and 2) faculty's behavioral intention to use online video sharing platforms [YouTube] to support teaching presence in the classroom environment moderated by gender, nationality, and teaching experience?), the results showed a significant predictive relationship for the set of predictors on the outcome. However, the results indicated no significant moderation effect on the relationships between the three primary predictors (PE, EE, and SI) and the outcome, BI. The study discussed these findings in the light of the previous studies and provides recommendations for future studies.
