EXPLORING STUDENTS COMMITMENT TO COLLABORATIVE LEARNING: AN APPLICATION OF THE STIMULUS-ORGANISM-RESPONSE MODEL TO TED LESSONS

Collaborative learning provides new methodological and didactic opportunities to encourage universities to develop alternative pedagogical methods to the traditional classroom. Use of innovative resources based on both video and interactive methodologies such as Ted Lessons can supplement college course content, create a sense of classroom community and enrich the learning environment for university students. Despite the growing importance of the visual content on interactive learning, there are no published studies on the student's commitment with the use of interactive learning tools with videos in education classroom. This research aims to fill this gap in the academic literature by focusing on the utilitarian and hedonic antecedents of the student's commitment to use Ted Lesson video based applications. To achieve this goal, we use the Stimulus-Organism-Response paradigm to analyse the antecedents of the student's commitment to the Ted Lessons interactive e-learning tool. A sample of 203 students from undergraduate programmes in marketing participated in this research during the academic year 2015-16 and 2016-17. Materials from each course were complemented with a Ted Lesson including YouTube videos. After the students completed the Ted Lesson, all participants filled in a questionnaire. A model estimation was run in order to assess the impact of cognitive (perceived ease of use and perceived performance) and affective stimulus (copresence and flow) on the consumer's attitude and satisfaction (organism) which, in turn influences students' commitment to the use of Ted Lessons (response). We estimated the proposed theoretical model using Partial Least Squares (PLS) algorithm via SmartPLS 3.0. Results show that perceived ease of use of Ted Lessons positively influences student perceived performance; perceived copresence in the use of the learning tool significantly influences perceived flow; both perceived performance and flow influence attitude towards Ted Lessons. Attitude influences positively the student's satisfaction and thus his/her commitment to the Ted Lesson. However, contrary to our expectations, attitude does not directly influence commitment.