Student intention to use desktop web-conferencing according to course delivery modes in higher education

• A study examining the predictive value of some factors on acceptance of desktop web-conferencing in a blended course.
• The model tested was based on the Unified Theory of Acceptance and Use of Technology to which autonomy was added.
• The effect of course delivery mode was also studied as a moderating variable.
• Partial least squares (PLS) approach was used to test the research model.

The aim of this study was to examine the predictive value of some factors on acceptance and use of desktop web-conferencing by students in a blended course, and according to course delivery modes, in higher education. Based on the Unified Theory of Acceptance and Use of Technology, this study tested a model encompassing six variables: behavioural intentions, performance expectancy, effort expectancy, social influence, facilitating conditions and autonomy. Data were collected on a sample of 376 undergraduate business students in a blended information system course using an online questionnaire. The results revealed that performance expectancy and social influence have a positive impact on behavioural intentions while autonomy has a negative direct effect and a positive indirect effect mediated by performance expectancy (R2 = 36%). The results also indicated different patterns of significant relationships between delivery mode groups and within the overall model, suggesting that course delivery mode plays a moderating role.