Recent technological developments such as the evolution of digital video and online video streaming stimulate the further development of online lecture videos (OLV) as a base for various learning scenarios in modern higher education. Currently, there is little research on the effect students’ acceptance and motivations have on their use of the provided tools. This paper describes an OLV system implemented at a large German university, providing lecture videos with synchronized presentation slides, where OLV users can collaboratively annotate the slides with comments, questions and answers. Further, the study explores the predictors and effects of students’ acceptance and motivation on their use of the system. Based on performance and effort expectations, and on social influence, students accept OLV to a high degree, which in turn influences their use behavior. While intrinsic motivation positively affects usage, identified regulation seems to have a negative effect on the study-related use of OLV. The findings suggest further OLV development coordinated with specific learning scenarios, and, from theoretical perspective, a reconsideration of previous acceptance theories.     «

Recent technological developments such as the evolution of digital video and online video streaming stimulate the further development of online lecture videos (OLV) as a base for various learning scenarios in modern higher education. Currently, there is little research on the effect students’ acceptance and motivations have on their use of the provided tools. This paper describes an OLV system implemented at a large German university, providing lecture videos with synchronized presentation slide...    »