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Videoconferencing-Mediated Instruction: Success Model
Abstract
Videoconferencing has seen rapid growth as an economical and effective distance education technology. In this study, a research model was proposed and employed to test the success of videoconferencing-mediated instruction (VCMI) in higher education institutions. The proposed research model examined the impact of videoconference reliability, student usefulness and university usefulness on the VCMI success. A survey instrument was distributed to university business students. A total of 266 usable responses were analyzed. Exploratory and confirmatory factor analyses were implemented using structural equation modeling techniques through LISREL version 8.51. A structural equation model was used to fit and validate the proposed research model, and the results indicated a good fit to the data. Student usefulness and reliability of video conferencing technology were proven to be key determinants of a successful integration of VCMI technology as an effective and efficient distance-learning tool. One of the implications of this study is that VCMI university usefulness is not a driving factor for VCMI success. Most of the causal relationships between the constructs considered by the VCMI research model were well supported, accounting for 90.7% of the total variance in the VCMI success.
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