Multivariate data analysis (4th ed.): with readings
Multivariate data analysis (4th ed.): with readings
Issues and opinion on structural equation modeling
MIS Quarterly
Understanding it adoption decisions in small business: integrating current theories
Information and Management
A comparison of undergraduate student performance in online and traditional courses
Journal of Computing Sciences in Colleges
Teaching and learning in live online classrooms
Proceedings of the 8th ACM SIGITE conference on Information technology education
The prod of on-site course inflexibility
International Journal of Learning Technology
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Even though there is a vast amount of research devoted to distance education and related topics, the study of factors that influence students' intention to take online classes has not been thoroughly developed. Furthermore, most of the existing studies have focused on homogeneous samples taken from one population. There is a lack of cross-cultural research that may help in explaining differences among students' perceptions about online instruction. This study proposed a research model to examine factors that influence students' intentions to take online courses. To validate the research model, data were collected from college students in the United States and South Korea. For American students, convenience, quality, subjective norm, and perceived ease of use were significant predictors of students' intention. Only quality and subjective norms were significant factors impacting Korean students' intentions. Self-efficacy was found to have indirect impact on students' intentions through perceived ease of use only for American students. Conversely, self-efficacy did not have indirect impact on student's intentions through perceived usefulness for students in both countries.