If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Introduction Video lectures as a means of distance learning, or as a supplement to traditional in-class learning, have been around for several decades. Nowadays, technologies that enable both instructors and students to use video lectures are ubiquitous and affordable (Copley, 2007). Therefore, in the coming years, the use of video lectures as a means for distance learning, as well as for supporting traditional in-class learning is expected to increase. Video lectures offer students a rich learning experience, which resembles traditional in-class learning. Particularly, video lectures may have a potential to increase both student retention and achievements in distance and blended learning environments. However, prior research indicates that due to the essential human need to socialize, most students prefer traditional in-class studying, even when they are offered a rich e-learning environment that includes video lectures, exercises, and personal online tutoring (Guri-Rosenblit, 2005). Hence, it is important to study the adoption of online video-based distance learning. Video lectures may help students who cannot attend class (Wieling & Hofman, 2010), and there is a growing phenomenon of both traditional and distance learning academic institutes that provide their students with access via the internet to recorded lectures. Furthermore, current technologies enable affordable interactive video sessions. Interactivity, which was rarely offered to students in the past, may increase the effectiveness of these videos. A study by Zhang, Zhou, Briggs, and Nunamaker (2006) compared three e-learning environments and one traditional classroom setting, and their findings indicated that the effectiveness of video learning was contingent upon providing the students with interactive video sessions. Zhang et al. (2006) suggested that, since the achievements of students who used the e-learning environment that provided non-interactive video did not improve, it might be important to integrate interactive instructional video into e-learning systems. The need for some sort of active engagement of students in learning is stressed by Cherrett, Wills, Price, Maynard, and Dror (2009), who suggested that passive observation of video is not cognitively captivating and challenging; hence, it is less effective for learning. Many e-learning studies examine various aspects of discussion boards, which are considered as one of the primary tools of e-learning (Harman & Koohang, 2005), or investigate the use of various internet platforms for collaborative learning, such as blogs (Blau, Mor, & Neuthal, 2009), and GoogleDocs (Caspi & Blau, 2011; Rimor, Rosen, & Naser, 2010). However, few studies deal with video use for learning. Whatley and Ahmad (2007) summarize various ways of using video for supporting teaching and learning and describe their own use of video for recording summary lectures to aid students in their revision of face-to-face lectures. Brecht and Ogilby (2008) investigated video lectures that are used to support a traditional classroom course, and their results indicate that these videos may have helped the students pass the course, since 24% of students without the videos failed the course, whereas the failure rate dropped to 6.8% for the group that had the videos available. Precel, Eshet-Alkalai, and Alberton (2008) analyzed a course that was intentionally designed for online learning, which also included some video lectures. Although the students' attitudes towards the online content, including the video lectures, were positive, Precel et al.'s (2008) findings suggest that students prefer a blended learning model to a fully online course. Technology acceptance (Venkatesh, Morris, Davis, & Davis, 2003) and the diffusion of innovation (Rogers, 2003) are two related issues that have been heavily studied and still are not fully understood. Specifically, there is a need for studies that examine the adoption rate of new technologies, since this aspect has been rarely studied (Geri & Naor-Elaiza, 2008; Jeyaraj, Rottman, & Lacity, 2006). …