Multivariate data analysis (4th ed.): with readings
Multivariate data analysis (4th ed.): with readings
The use of information technology to enhance management school education: a theoretical view
MIS Quarterly - Special issue on IS curricula and pedagogy
Assessment of learner satisfaction with asynchronous electronic learning systems
Information and Management
Acceptance of internet-based learning medium: the role of extrinsic and intrinsic motivation
Information and Management
Information and Management
Promoting e-learning: constructing knowledge through collaborative learning
E-ACTIVITIES'09/ISP'09 Proceedings of the 8th WSEAS International Conference on E-Activities and information security and privacy
WSEAS TRANSACTIONS on COMMUNICATIONS
Enhancing non-task sociability of asynchronous CSCL environments
Computers & Education
It is not for fun: An examination of social network site usage
Information and Management
Simulation of user participation and interaction in online discussion groups
MSM'11 Proceedings of the 2011 international conference on Modeling and Mining Ubiquitous Social Media
The Effects of Self-Regulated Learning Processes on E-Learning Outcomes in Organizational Settings
Journal of Management Information Systems
Should your MOOC forum use a reputation system?
Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing
Case studies in research: Is social capital effective for online learning?
Information and Management
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Anecdotal evidence indicates that an online discussion forum may not be utilized to its full potential in enhancing the effectiveness and efficiency of teaching due to a lower than expected student participation rate. This paper seeks to identify the motivational behavioral factors influencing students' intention to participate in an online discussion forums (ODF). Drawing on the literature on social psychology and applying the theory of reasoned action, we develop a conceptual model of intention to participate in an online discussion forum and empirically test the hypotheses in a cross-sectional quantitative survey. The findings indicate that expectancy on hedonic outcome and utilitarian outcome and peer pressure positively influence the participation intention of students. Also, the perceived importance of learning positively moderates the relationship between utilitarian outcome expectancy and participation intention. Theoretical and practical implications of the findings are discussed.