Online web technologies are adopted to improve students' collaborative work. However, the factors that affect students' engagement in online collaboration (e-collaboration) have not been understood in previous studies. This research aimed to examine the extent to which students' intentions to e-collaborate can be explained by the theory of planned behavior. A sample of secondary and tertiary students was used (N = 175). The results from the partial least square approach to structural equation modeling (PLS-SEM) indicated that the path coefficients of the relationships partially reinforced the a priori construction of the hypothesized model. In brief, attitudes toward e-collaboration and subjective norms were positively and significantly related to e-collaborative intentions, while perceived behavioral control indirectly predicted e-collaborative intentions via perceived e-collaborative performance. Research and practical implications have been presented in the paper. Copyright © 2016 IGI Global.
|Journal||International Journal of e-Collaboration|
|Publication status||Published - Oct 2016|
CitationCheng, E. W. L., & Chu, S. K. W. (2016). The role of perceived e-collaborative performance in an extended theory of planned behavior model. International Journal of e-Collaboration, 12(4), 24-40.
- Web technology
- Group work
- Perceived e-collaborative performance
- Theory of planned behavior