qualitative and quantitative measures, based on primary and secondary data, supports the proposed conceptual framework. More specifically, we have found that students' behavioral intentions regarding a new, technology-based learning format, can be explained by the following factors: perceived outcome and ease of use (internal factor), students' technology orientation and consistency of the new with the old delivery process (consistency factor), and the perceived image of the academic institute (external factor). Meuter et al. (2000) suggested that customer dis/satisfaction with technology-based service encounters can be explained by factors such as time saving, ease of use, and cost saving. In general, our results support these findings, defined as the internal factor in the ICE conceptualization. Nevertheless, we have found that the perceived image of the service provider (Gap model -- Parasuraman et al. , 1985 ), customer technology orientation ( McCorkle et al. , 2001 ; Mick and Fournier, 1998 ), and consistency with the old delivery process, are also relevant in explaining customer behavioral intentions. In reporting the focus group findings, we exemplified image perceptions by detailing and quoting attendants' comments. One can conclude from these remarks that people have a prior perception of the service process itself that may stem from its use by another organization (like the Open University in this case) or from previous communications. When the customer encounters the new process with his or her current service supplier, s/he may wonder if this new process is compatible with the organization's positioning, and react accordingly. Interestingly, we observed