About this paper

Appears in:
Pages: 3323-3332
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0844

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

EXPLORING STUDENTS COMMITMENT TO COLLABORATIVE LEARNING: AN APPLICATION OF THE STIMULUS-ORGANISM-RESPONSE MODEL TO TED LESSONS

Collaborative learning provides new methodological and didactic opportunities to encourage universities to develop alternative pedagogical methods to the traditional classroom. Use of innovative resources based on both video and interactive methodologies such as Ted Lessons can supplement college course content, to create a sense of classroom community and to enrich the learning environment for university students. Despite the growing importance of the visual content on interactive learning, there are no published studies on the student's commitment with the use of interactive learning tools with videos in education classroom. This research aims to fill this gap in the academic literature by focusing on the utilitarian and hedonic antecedents of student`s commitment to use Ted Lesson video based applications. To achieve this goal, we use the Stimulus-Organism-Response paradigm to analyse the antecedents of student's commitment to Ted Lessons interactive e-learning tool. A sample of 203 students from undergraduate Programmes in Marketing participated in this research during the academic year 2015-16 and 2016-17. Materials of each course were complemented with a Ted Lesson including Youtube videos. After the student's completed the Ted Lesson, all participants filled a questionnaire. A model estimation was run in order to assess the impact of cognitive (perceived ease of use and perceived performance) and affective stimulus (copresence and flow) on consumer's attitude and satisfaction (organism), which, in turn influences students’ commitment with the use of Ted Lessons (response). We estimated the proposed theoretical model using Partial Least Squares (PLS) algorithm via SmartPLS 3.0. Results show that perceived ease of use of Ted Lessons positively influences student perceived performance; perceived copresence in the use of the learning tool significantly influences perceived flow; both perceived performance and flow influence attitude towards Ted Lessons. Attitude influences positively student's satisfaction and this to commitment with Ted Lesson. However, contrary to our expectations, attitude does not directly influence commitment.
@InProceedings{BIGNEALCANIZ2017EXP,
author = {Bigne-Alca{\~n}iz, E. and Ruiz-Mafe, C. and Curras-Perez, R. and Perez-Caba{\~n}ero, C.},
title = {EXPLORING STUDENTS COMMITMENT TO COLLABORATIVE LEARNING: AN APPLICATION OF THE STIMULUS-ORGANISM-RESPONSE MODEL TO TED LESSONS},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0844},
url = {http://dx.doi.org/10.21125/inted.2017.0844},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {3323-3332}}
TY - CONF
AU - E. Bigne-Alcañiz AU - C. Ruiz-Mafe AU - R. Curras-Perez AU - C. Perez-Cabañero
TI - EXPLORING STUDENTS COMMITMENT TO COLLABORATIVE LEARNING: AN APPLICATION OF THE STIMULUS-ORGANISM-RESPONSE MODEL TO TED LESSONS
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0844
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 3323
EP - 3332
ER -
E. Bigne-Alcañiz, C. Ruiz-Mafe, R. Curras-Perez, C. Perez-Cabañero (2017) EXPLORING STUDENTS COMMITMENT TO COLLABORATIVE LEARNING: AN APPLICATION OF THE STIMULUS-ORGANISM-RESPONSE MODEL TO TED LESSONS, INTED2017 Proceedings, pp. 3323-3332.
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