Abstract:

Information and Communication Technologies (ICT) provide new methodological and didactic opportunities to encourage universities to develop alternative pedagogical methods to the traditional classroom. As college education professors attempt to engage the Web 2.0 generation of learners, use of innovative resources based on both video and text such as Ted Lessons can be integrated to provide relevant and targeted information, to supplement college course content, to create a sense of classroom community and to enrich the learning environment for both undergraduate and Master students. Despite the growing importance of the visual content on interactive learning, there are no published studies on the efectiveness of faculty utilization 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 antecedents of video based applications efectiveness. To achieve this goal, we analyze the effect of Technology Acceptance Model (TAM) beliefs and attitude on students’ perceived performance and satisfaction with Ted Lessons interactive e-learning tool. A sample of 152 students from undergraduate and Master Degree Programmes in Marketing participated in this research during the academic year 2015-16. 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. Correlation analysis was run in order to assess the impact of perceived ease of use, perceived usefulness and attitude on students’ perceived performance and satisfaction with Ted Lessons.

Keywords:

Course content, Ted Lessons, Technology Acceptance Model, perceived performance, satisfaction.