0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook

decisiontodoasynchronousdistancecoursesthan classroom taught ones), and perceived utility (an asynchronous distance course is more useful than a classroom taught course) were also measured on a 5-point Likert scale.

The intention of doing distance courses in the future (purchase intention) was measured on a dichotomous scale with two possible response categories (Yes/No). The future purchase intention as a variable to be explained has already been used in recent studies on consumer behaviour in virtual environments (Bhattarcherjee, 2001; Goldsmith, 2002).

In the quantitative analysis, we first describe the behavioural and attitudinal profiles of “future e-learning adopters” (i.e., consumers who intend to do asynchronous distance courses in the future) and “nonfuture e-learning adopters” (i.e., consumers who will never do asynchronous distance courses) (see Table 1). Second, we used logistic regression to empirically contrast the model proposed in Figure 1.

data analysis

Table 2 shows the description of the sample. It shows that 46% of Spanish consumers have future e-learning intention, while the rest would prefer to do face-to-face courses.

The sample shows high levels of perceived financial risk (4.16) and mistrust of institutions organising asynchronous distance courses (3.68). Evaluation of the psychosocial risk (3.19) and waste–of-time risk (3.04) is also high although slightly less so. Those interviewed showed medium agreement (2.49) on the difficulty of using the new technologies in asynchronous distance courses. However, perceived utility in relation to classroom attendance is low (1.86), although the perception that satisfaction with the use of Internet in asynchronous distance courses is more likely than with classroom attendance is medium (2.14), with a higher perception of the

Table 2. Behavioural and attitudinal profile of respondents

quality of the service offered by distance course institutions (4.45).

If we focus on the segment of consumers with future purchase intention, the descriptive analysis shows medium levels of utility (2.19), satisfaction (2.53), and perceived ease-of-use (2.79) in doing asynchronousdistance courses. The perception of service quality is very high (4.50) for this collective. Consumers with a future purchase intention for asynchronous distance courses award importance to the prestige of the organising institution

(3.39),withhighlevelsofperceivedfinancialrisk

(4.13) and psychosocial risk (3.08), with a slightly lower perceived waste-of-time risk (2.96).

Alogistic regression (N=111Spanish students) was used to test the proposed model. We will try to explain the potential effects on e-learning asynchronous course purchase intention of relations with the Internet (i.e., perceived ease of use,

satisfaction with Internet use in asynchronous distance learning courses, and previous experience as a asynchronous distance learning user), considerations of the service (i.e., the customer service during the course, the perceived utility of the course, and mistrust of the organising institution), and perceived risks of the distance course

(i.e., financial purchase risk, psychosocial risk, and waste-of-time risk) using logistic regression analysis,withfuturee-learningpurchaseintention as the dependent variable.

Hypothesis testing of the significance of the regression coefficients (β) gave the following results (see Table 3):

There are six variables with nonsignificant coefficients (p>0.05) according to the Wald statistic: EXPERIENCE, QSERVICE, FINANCR, PSYCHOSOCR, WOTR AND PERCEIVED EASE OF USE. Therefore, experience as a asynchronous distance course user, the possible difficulties in managing virtual learning environments, and perceived service quality do not influence the intention to continue using this training methodology. The belief that the price of distance courses should be lower than the same course taught in the classroom, the feeling that withtraditionalclassroominstructionthestudents have to work less than in asynchronous distance

learning to achieve the same teaching objectives, and the perception of better acceptance by society ofclassroomtaughtdiplomashavenosignificant influence on future purchase intention either.

The variables satisfacation and perceived utilityhaveapositiveestimatedcoefficient.This means that if the other variables remain constant, a one point increase in consumer perception of satisfaction with the use of Internet in asynchronous distance courses will produce a more than proportional increase (1.707) in the future purchase intention. Similarly, a unit increase in the perceived utility of doing asynchronous distance courses will cause a more than proportional increase (1.766) in the intention to do an asynchronous distance course in the future.

The variable mistrust has a negative estimated coefficient.Thismeansthatiftheothervariables remainconstant,aone point increase in the degree of consumer agreement that it is more important for institutions providing asynchronous distance courses to have prestige in the market than it is for institutions which provide classroom taught courses, will cause a less than proportional decrease (0.589) in the future purchase intention. Consequently, consumers who mistrust the institutions which provide distance training and need them to be well positioned in the market

develop less future purchase intention than those who are not so wary.

Having checked the statistical significance of the estimated logistic regression coefficients, we proceed to verify the overall of the model using the Hosmer and Lemeshow test. The Chi-Square value is equal to 6.774, with 8 degrees of freedom(significance=0.561>0.05).Itmaybestated, therefore,thatmodelfitisgood.Furthermore,the model presents very good predictive capacity:

77.25%ofthecasesarecorrectlyclassifiedgiven a cut-off value of 0.5.

conclusion

The revolution in computers and telecommunications networks, along with the global explosion in knowledge and ready access to powerful communications tools, are creating unprecedented changes in business, commerce, science, and education.

Computers are constantly redefining the way we live and work. So, in an environment like the present where developments in information and communicationtechnologiesinfluencepractically allfacets of our lives,universities, companies, and institutions in the training sector are addressing the task of developing alternative teaching methodstothetraditionalclassroom.Thecomputerage means classrooms will never be the same again. Computers are already introducing and even forcing new developments in the way students are taught and learn.

E-learning is a training method based on ICT. This new method of teaching via ICT is regarded as an innovation at technological,pedagogical, organisational, social, and cultural levels. Distance learningisconsideredtobeaflexible,interactive, and accessible training option, making it one of the methods with the greatest potential for higher education (Favretto et al., 2005). In short, the interest aroused by the application of technological networks in the field of training, together

with technological progress, has promoted many teaching-learning experiments based on these networks.

This chapter’s main objective is to identify the predictive variables for the decision to do a distance course. In terms of the academic contribution of this study, it should be noted that while in the literature there are descriptive studies on the evolution of the distance training sector and its advantages and drawbacks, there are hardly any studies which propose purchase behaviour models for distance training.

This chapter extends the current knowledge base by providing insight into the different factors thatinfluencethedecisiontodoanasynchronous online training course. Specifically, this study will help to improve managers’ understanding of the influence of relations with the Internet medium, service considerations, and perceived shopping risk and their relation to the asynchronous e-learning purchase intention. In addition, the application of these factors to the Spanish market allows comparisons to be made with studies done in other countries with different Internet adoption rates.

The results show that perceived course utility, trust in the organising institution, and satisfaction with the use of Internet when doing this type of training positively influence the asynchronous e-learning course purchase intention.

Financial, waste-of–time, and psychosocial risksshownosignificantinfluence,indicatingthat these obstacles do not determine the consumer’s purchase decision. Consequently the price of the training activities, the time and effort dedicated to doing asynchronous distance courses, and acceptance of the qualifications by society are not determining factors in the intention to do this type of distance course in the future.

The study has also allowed us to verify that user experience and the perceived ease-of-use do notsignificantlyinfluencethepurchasedecision. This confirms that prior experience is not a sufficient condition to develop a favourable future

purchase intention, but rather the consumer needs toperceivethattheuserwillbemoresatisfiedthan with classroom-taught courses, and the utility of the asynchronous course, as these variables do have a significant influence. The perceived ease-of-usedoesnotinfluencethefuturepurchase intention, possibly due to the homogeneity of the sample in terms of the high level of education, familiarity with the new technologies, and the fact that distance learning tools are becoming increasingly easier to use and interactive environments can resolve any doubt or difficulty the user may have.

Despite the fact that customer service quality has not proved to have a significant influence on the future purchase intention, the descriptive analysis shows that students perceive high levels of service quality.

The results obtained in our study make it possible to present the following set of recommendations for company management:

•The importance of the relation between satisfaction and the decision to do an asynchronous distance course suggests that companies in the sector should analyse the factorswhichgenerateconsumersatisfaction continuously and systematically in order to include them in their Web pages (wide range of courses, interactivity, etc.).

•It is also recommended that companies integrate their marketing channels in order to reduce the feeling of mistrust in consumers. In short it is a question of good positioning in Internet to create positive synergies, increasing in turn the sales of other types of courses in the physical world. For example, an attractive, reliable Web site makes it possible to obtain quality information on the company’strainingactivitiesbothclassroom anddistancecourses,whilegoodpositioning inthephysicalworldwouldreduceconsumer wariness of doing distance courses.

•Developing customer service centres to provide systematic communication with consumers both through conventional channels and online communication tools and attend their doubts, problems, and suggestions may prove to be a good option for reducing mistrust and increasing perceived utility.

•Asynchronous distance courses are tools with great potential for companies in the training sector due to the benefits they provide users, making it possible to reach new market niches. For this reason, companies in the training sector should not focus only on knowing the system and developing valid pedagogical models; an important part of their efforts should be directed at studying thebarrierswhichslowdownadoptionbythe market and defining the profile of potential users who are the ones, in the last instance, who will determine the success or failure of this training option.

One of the limitations of this study is the homogeneity of the sample formed by consumers with a high level of education because all of them were doing postgraduate or management training programs. Despite this limitation, the conclusions can be generalised to the business sector because most of the participants (74.7%) were employed (30.3% self-employed).

Another limitation would be that, due to the speed at which the new technologies change, it would be advisable to repeat the study periodically to verify whether the results obtained remain valid.

futuRe tRends and futuRe ReseaRch diRections

Five future trends can be observed in the education sector which is undoubtedly favoured by the introduction of Internet in the learning sphere.

•Increased collaborative learning: Virtual meeting systems (e.g., videoconferencing, chats, discussion forums, etc.) will reduce costs and avoid displacements.

•Increased“livetraining”distancecourses:

LivetrainingsessionsontheInternetcomplementedbythetelephoneorvoiceoverIP.This system makes it possible to access training immediately for urgent matters and address audiencesthroughouttheworldfromasingle geographical point.

•Personalised training: Advances in artificial intelligence will make it possible to detect training lacunae in individuals and adapttrainingtofillinthesegaps;itwillbe possibleto adapttraining to each employee’s particular profile.

•Return on the investment by the students:

Companies will look for indicators to evaluate and quantify the return in the form of greater worker productivity and future savings of time and money.

•Training portals: Companies with large numbers of employees can consider developing their own training platforms through which they can offer all types of courses. This strategy makes it possible to increase employeeloyaltyandreducecompanytraining costs. Developing portals by training areas will be an important field of growth in future years, with finance institutions as the pioneering sector.

The consumer’s cultural background is one of the aspects that can influence the creation of a favourable climate for developing and consolidating electronic transactions worldwide.

A significant aspect is adapting the content and design of the virtual learning environment and the style of communications (formal or informal) to each country’s culture. So, we propose as a future line of research to compare the results of our Spanish study with the perceptions of English speaking students.

This study has focused on asynchronous distance learning. It would also be interesting to analyse the key drivers of the synchronous distance learning purchase decision.

Another future line of research would be to empirically contrast an integrating model for the influenceofsociodemographic,behavioural,and attitudinal characteristics in the distance course decision and apply them to a probabilistic sample of distance course users.

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