Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Hung, Wei-Chen

Degree Name

Ph.D. (Doctor of Philosophy)

Department

Department of Educational Technology, Research and Assessment

LCSH

Educational technology||Higher education

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.

Comments

Committee members: Hunt, Rebecca; Smith, Thomas.||Advisor: Hung, Wei-Chen.||Includes illustrations.||Includes bibliographical references.

Extent

102 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

Share

COinS