Investigating the effect of duration in educational webcast adoption

Webcasts have enhanced in the learning procedures of education, however few researches have indicate developmental instructions. In this study, we used a hybrid framework based on the Unified Theory of Acceptance and Use of Technology, Social Cognitive Theory and Theory of Planned Behavior. We aim to clarify the effect of webcast duration into learners’ intention to adopt webcasts for learning. A survey of 176 webcast based learners found an influence between the duration and learners’ intention to use the webcast. The results indicated that learners who are using longer webcasts have significant higher levels of behavioural intention to use it. © 2011 Published by Elsevier Ltd.