0229590_C6FC0_solomon_negash_michael_e_whitman_amy_b_woszczynski_handbook

Chapter XVI

Motivators and Inhibitors

of Distance Learning

Courses Adoption:

The Case of Spanish Students

Carla Ruiz Mafé

University of Valencia, Spain

Silvia Sanz Blas

University of Valencia, Spain

José Tronch García de los Ríos

University of Valencia, Spain

abstRact

The main aim of this chapter is to present an in-depth study of the factors influencing asynchronous distance learning courses purchase decision. We analyse the impact of relations with the Internet, distance course considerations, and perceived shopping risk on the decision to do an online training course. A convenience sample of 111 students attending classroom-taught postgraduate and management training programmes were used in March 2005 to obtain the information necessary to test in the Spanish market the conceptual model proposed by applying logistical regression. The results show that perceived course utility, lack of mistrust in the organising institution (service considerations), and satisfaction with the use of Internet when doing this type of training (relations with the medium) determine the asynchronous distance learning course purchase intention. Finally, the authors consider a set of recommendations for company managers.

intRoduction	of work, culture, interpersonal relationships, the
	way knowledge is shared, and teaching-learn-
Information and communication technologies	ing processes (Pagliarello, 2007). This, in turn,
(ICT) are bringing radical changes to the world	presents many challenges: challenges for employ-

Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.

Motivators and Inhibitors of Distance Learning Courses Adoption

mentbecausenewjobsandnewqualificationsare required; challenges for culture as Internet-cen- tred developments of new services which affect cultural practices are sometimes seen as a threat and sometimes as an opportunity for Europe’s cultural and linguistic diversity; and challenges for education, especially to ensure that technological innovations are really serving education and are relevant from the pedagogical point of view and educational in very different learning contexts,respectinglinguistic,cultural,andsocial diversity (Escarré & Barros, 2007; Hennecke & Cerny, 2007).

Inthesphereofteaching-learning,ICTprovide new methodological and didactic opportunities, encouraging universities, companies, and institutions in the training sector to develop alternative pedagogical methods to the traditional classroom. Training must aim to develop skills which favour flexibleadaptationtothechangeswhichareoccurringintheinformationsociety(Bruder,Beyerlein, & Blessing, 2007; Butrimiene & Danilevicius, 2007; Hasan & Dunn, 2007).

Distance learning has beenan alternativeform of education for years for people whose personal circumstances (because they are working, have little time to attend class, etc.), geographical location (training centres are far away and, therefore, involve travel and in some cases a change of residence, which is a significant cost in terms of time and money) lead them to choose this option because they feels it suits them better than traditional training.

Originally, the focus was on autonomous, independent learning, with very little participantteacher relations and none between participants (Williams,Paprock,&Covington,1999).Distance learning is currently considered equivalent to “no classroomattendance,”“online,”or“e-learning,” and is based on technological networks which contribute to participants’ intellectual development (Macknight, 2000), providing the stimulus tocreateworkteams,encouragingcriticalthought (Muilenberg & Berge, 2002), and mutual support

for collaborative work (Salter, 2000). This teaching methodology is based therefore on a didactic dialogue between the teacher and the student who learns independently but also cooperatively and collaboratively. The dialogue takes place through a technological bidirectional communication system which can be addressed to a mass audience and replaces personal interaction in the classroom by the joint, systematic action of various didactic resources and the support of an organisation and tutoring which provide the students with independent and flexible learning.

This new method makes learning more convenient, eliminating space and distance barriers and providing cost savings (E-Leusis, 2004; Favretto, Caramia, & Guardini, 2005; Hannum, 2001). It also offers other methods of communicating with theteacherswhicharemoreflexible,graphic,and fast and compensate for the shortfalls in the classical method of distance learning. E-learning has newinteractivetoolswhichmakeitconvenientand simple for the student to assimilate the content, building a more appealing form of training.

In this way, e-learning, conceived as the use of new multimedia and Internet technologies to improve the quality of learning, emerges not only as a channel for facilitating learning processes but also as a privileged mechanism for articulating information, management, and training systems. It makes it possible to integrate the different componentswhichinfluencecontinuoustraining issues and the factors arising from the use of the new technologies, contributing to promote the teaching-learning process and also favouring the acquisition of skills for working in virtual environments (Cenich, 2006).

The advantages in terms of flexibility, interactivity, and accessibility of distance courses are turning e-learning into one of the main methods of training in higher education (Graff, 2003). In this context, the perspectives point to exponential growth opportunities in the distance course market. Since the University of Phoenix offered the first distance course in 1989, the distance course

Motivators and Inhibitors of Distance Learning Courses Adoption

market has grown spectacularly. If we look at Spain, the results of the “5th Panel of results on

E-learningapplicationinlargecompanies”(Grupo

Doxa, 2005) show that e-learning represented 6.2% of business training, rising to 8.4% in large companies and 11% including blended learning. The study forecasts that business e-learning courses in Spain will grow faster than classroom taught courses, with the latter showing a mere 8% increase in 2004 while e-learning grew by 20%. It is forecasted that over the next few years there will be a purging of the e-learning market followed by natural growth which will reach maturity around 2010 (E-Leusis, 2004).

There is no unanimously agreed definition of the e-learning concept. The common denominator among specialists reveals it as a mode of training that is independent of time and place thanks to the use of new technologies such as CD-ROMs, Internet, video conferencing, DVDs, and Intranet. Bellier(2001)distinguishesbetween four types of e-learning methods: (a) the wholly distance method without tutorial intervention,

(b) the wholly distance method with tutorial intervention, (c) the mixed distance/face-to-face with distance self-training, and (d) the mixed distance/face-to-face without distance self-train- ing. In this chapter we consider e-learning as “a wholly distance method of training with tutorial intervention that is independent of time and place thanks to Internet.”

Previous research into distance learning has mainly focused on the introduction of virtual learning environments in different markets (Alaoutinen &Voracek, 2004; Wilcox, Petch, & Dexter, 2005), the differences between traditional classroom instruction and online courses (Favretto, Caramia, & Guardini, 2005), students self-discipline (Eom & Reiser, 2000; Mc Manus, 2000), the advantages and limitations of distance learning (Graff, 2003; Lindh & Soames, 2004), and evaluation methods in virtual learning environments (Dyson & Barretto, 2003; Woods & Keeler, 2001), but there are no in-depth studies

of the key drivers in the adoption decision of an e-learning system.

Despite the growing importance of distance learning courses, there are still not enough studies to provide a holistic view of motivators and inhibitors of distance learning courses purchase decision. It is also crucial for managers of educational institutions to understand which aspects students value the most, the synergies between the different channels (traditional, Internet, mobile), and the barriers to adoption in order to assign resources effectively to obtain competitive advantages.

Distance learning is not immediately adopted, instead consumers have to overcome a set of barriers, some of them cognitive, before doing distance courses instead of live training. Among other factors, distance learning previous experience, student attitudes and perceptions of distance learning, and perceived risk are key factors in the speed of distance learning adoption (Lee, 2006). The future commercial success of distance learning depends to some extent on whether companies also use virtual environments for management training.

Therefore, reflection on e-learning should pay attention to the most important capital of the training experience: the learners. They are believed to be proactive actors and customers, and their perceptions determine their predisposition to accept or refuse such courses (Triki & Ouejden, 2007). This chapter offers an empirical insight into distance learning in Spain from the learner perspective, which has not previously been investigated.

It is clearly important to understand the success factors contributing to learners’ acceptance of the Web-based e-learning system. The chapter aims to present an in-depth study of the factors influencingthedistance learning course purchase decision. The chapter’s specific goals are to:

1.Identifymotivatorsandinhibitorsofdistance courseadoptionamongconsumers,focusing

Motivators and Inhibitors of Distance Learning Courses Adoption

on the impact of relations with the medium, service considerations and perceived purchase risk.

2.Provide empirical research on the Spanish market that analyses the influence of perceived purchase risk, consumer mistrust of distance learning institutions, perceived utility, perceived ease-of-use, perceived customerservice,perceivedsatisfaction,and previous experience as a distance learning student in the future asynchronous distance learning course purchase decision.

3.Analyse the motivators and barriers that encourage and discourage Spanish students to adopt asynchronous distance learning courses.

This chapter will give managers and students insight into the distance learning industry and the different factors that influence e-learning courses adoption. In addition, these factors can be applied to the specific context of the Spanish market. Table 1 shows the theoretical and empirical contribution of this chapter.

The chapter is divided in two parts. The first part includes the literature review. The second part includes the methodology used in the empirical study of a sample of 111 Spanish students attending classroom-taught postgraduate and management training programmes and the data analysis. We analyse the impact of relations with theInternet,serviceconsiderations,andperceived shopping risk on the decision to do an online training course.

theoRetical backgRound: Motivations and inhibitoRs on distance couRse adoPtion

Past research has identified a number of motivations and barriers influencing distance learning courses adoption by consumers.

Most studies have examined e-learning on the Internet by investigating the relationship between

Table 1. Contribution of this chapter

	Theoretical contribution				Empirical contribution
				(focused on the Spanish market)
	To identify	reasons why		Provide a reference framework
	universities	and	business	for	comparative studies			with
	schools are moving to an			other countries		with	different
	online model and why they			rates of: (i) Internet adoption
	can integrate their market-			and (ii) distance learning adop-
	ing channels (physical, In-			tion.
	ternet, and mobile).
	Provide a holistic view of			Identify segments of consum-
	factors influencing distance			ers more likely to purchase
	learning courses		adoption,	asynchronous distance learning
	from the consumer point of			courses.
	view.			Identify the perceived benefits
				and	inhibitors	that	influence
				asynchronous		distance		learn-
				ing	courses purchase		decision
				by Spanish customers and use
				the study’s findings to develop
				strategies for managers on how
				to maximise the adoption rate.

instructional materials and their structure, teaching strategies, learner personalities, and student self-discipline. Eom and Reiser (2000) found that younger students needed a more organised structure of course materials and ongoing help. McManus (2000) concluded that learner personalities, the structure of the materials, and teaching strategies had some influences on the ways in which students self-regulated their learning behaviour. Mason and Weller (2000) found that Web-creation skills, previous computing experience, group collaboration, and time input are important factors affecting students’ acceptance of the long distance education system. Lee (2006) found that an e-learning system should be developed to target changes in perceived usefulness, perceived ease-of-use, and perceived network externality.

Previous research also has indicated that perceived content quality is important in determining users’ satisfaction with the system (Delone & McLean, 1992; Katerattanakul & Siau, 1999; McKinney, Yoon, & Zahedi, 2002), which in turn leads to system utilisation. There are two dimensions of content quality: “content richness” and “update regularity” (Lee, 2006). Internet offers

Motivators and Inhibitors of Distance Learning Courses Adoption

content richness far beyond other technologies since the special characteristics of Internet hyperlinks and interactivity allow students and teachers to access complementarycourse content. Content richness positively affects learners’ level of satisfaction with the course (Arbaugh, 2000; Burns, Clift, & Duncan, 1990). Moreover, learner satisfaction would be enhanced significantly if they could obtain updated e-learning content on a regular basis. Updated content may lead students to feel that the system is a useful means of gaining new knowledge and learning.

Boticario and Gaudioso (2000) posit that an appropiate framework for developing e-learn- ing (1) should include an interactive and online resource model that consider the stakeholders at various levels including lecturers, students, and tutors in the distance process; (2) should stimulate student participation in the use of the different resources (3); should promote new ways of communication to facilitate working groups of students and lecturers with common interests; and (4) should stimulate the use of technological resources available among users.

This section shows a description of the impact oftheinfluenceofrelationswiththeInternet(i.e., perceivedeaseofuse,satisfactionwithInternetuse indistancelearningcoursesandpreviousdistance learning experience), service considerations of the distance course to be chosen (i.e., customer service during the course, perceived utility of the course and mistrust in the organising institution),andperceivedrisks(i.e.,financialpurchase risk, perceived psychosocial risk, and perceived waste-of-time risk) on the future asynchronous E-learning course intention.

Relations with the Medium

Perceived Satisfaction

When a consumer is satisfied with a product/ service, the customer’s short term behaviour is expected to be coherent with that satisfaction

and consequently the customer will show greater willingness to buy that product/service in the future (Bolton, 1998).

Internetoffersconsumersmanybenefitswhich help to increase their perception of the satisfaction this type of training can bring; it offers the possibility of asynchronic collaboration and encourages interaction between group members (Dillenbourg, 1999; Kearsley, 2000). Internet permits not only teacher-student interaction and student-student interaction but also interaction with information sources which allow students to accumulate knowledge and develop skills. So, it is expected that consumers who think that the advantages of using Internet in distance courses provide a high level of satisfaction will adopt online training in the future.

Perceived Ease-of-Use

New technological advances in some direct shopping methods like online shopping need to take into account the individual’s capacity to understand the changes and complexities in the new technologies. To succeed in distance courses students must have adequate computer skills (Dupin & Du-Charme, 2005). These computer skillsincludebasiccomputeroperation,filemanagement, Web browsing, and e-mail operation. So, it is important that teachers try to compensate for participants’ limited technical skills to avoid perceived difficulties in managing virtual environments (Hannafin, Hill, Oliver, Glazer, &

Sharma, 2003).

Many students encounter barriers associated with the need to use the computer, so it is worth notingthatwhiletheinitialsensationofdifficulty disappears after the pupil uses the computer and discovers that it is possible to obtain very satisfactory academic results, learners initially believe that the technology will make learning more difficult. (Tesouro & Puiggalí, 2004)

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Motivators and Inhibitors of Distance Learning Courses Adoption

Previous research focused on online shopping showsperceiveddifficultyinusingcomputersand technophobia as inhibitors of online shopping adoption (Mattila, Karjaluoto, & Pento, 2003; Suganthi, Balachandher, & Balachandran, 2001). The need to use the new technologies (a computer, Internet, etc.) to access distance learning can be considered a dissuasive factor for certain consumers, especially low-educated older ones (Bruder et al., 2007). Therefore, in the e-learning context,perceivedInternetease-of-useisexpected tohaveapositiveinfluenceonthedecisiontoopt for distance learning.

Previous Experience

The attitude of Internet users to e-shopping changes as their use and experience of Internet grows. Web-users who spend more time surfing the net and who have more online use experience will be more familiar with the opportunities Internet offers and will have more knowledge about using it (Mason & Weller, 2000). Research by Swaminathan, Lepkowska-White, and Rao (1999) shows there are different levels of experience and consequently of the perception of the usefulness of Internet in different scenarios of Internet use. In other words, there is a positive relation between online experience and perceived e-shopping benefits.

Furthermore, preliminary studies have shown that the use of Internet increases students’ confidence and capacity to learn as satisfactory results are obtained (Tesouro & Puiggalí, 2004). Prior experience with Internet has a positive influence on learning, cognition, attitudes, interactivity, personalisation, means of research, and individualised learning.

The literature review also shows that having some prior experience of distance learning has a positive influence on future e-learning adoption (Dupin&Du-Charme,2005;Hannafinetal.,2003;

Mason & Weller, 2000). Prior experience and success in the use of computer-based applications is

important to succeed in technologically-mediated learning environments (Hannafin et al., 2003).

So, it is to be expected that experienced users of this system will value its potential more highly and therefore develop a greater future purchase intention than nonusers.

service considerations

Quality of Service

Nowadays, there is increasing demand for personalised service. Distance training methodology makes it possible to adapt more closely to the customer’s needs and consequently offer greater service quality (Graff, 2003). First, these methods offer flexible learning which means students can progress at their own pace. Second, online methods make participants responsible for their own training, as they focus on the student’s activity and not on the teacher’s explanations. Finally, the teacher can facilitate access to study material at any time and place or it can be accessible online for students to use it at their own convenience.

On the basis of a precise diagnosis of the students’ competencies, the learner can choose the modules that develop the aspects the student wishes to reinforce (Triki & Ouejden, 2007). E- learningallowsthelearnertobecometheprincipal actor of training; the student builds personalised courses, sets objectives, and controls the training process. E-learning enables the student to manage the student’s own personal career and guarantee the student’s own employability over the long run (Booker, 2000).

E-learningalsooffersgreatflexibility.Itallows the learner to plan a training path more easily, to better reconcile the time devoted to training, and the requirements of the learner’s activity (Booker, 2000). Students learn better in an online program becausetheycanlearnaccordingtotheirownrate, in their own environments, and at the moment of the day which is most appropriate to them.

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Motivators and Inhibitors of Distance Learning Courses Adoption

Perceived utility

A positive attitude to the benefits provided by the Internetinfluencesthedecisiontopurchaseonline.

TheTAMmodel(Davis,1989,1993)establishesthe factthatintentiontouseatechnologyisdetermined bytheindividual’sattitudetowardsusingthattechnologyanditsperceivedutility.Inturn,thatattitude isdeterminedbytheperceivedutilityandperceived ease-of-use. Therefore, it is to be expected that the perceived utility of virtual learning environments has a positive influence on the decision to opt for distance learning (Lee, 2006).

trust/Mistrust of distance learning institutions

One of the characteristics of e-learning is the separation of teachers and learners, distinguish- ingitfromface-to-faceinteraction.Theinfluence of an educational organisation differentiates e-learning from self-study and private tutoring, as the use of a computer network to distribute educational contents and two-way communication via a computer network enables students to benefitfromcommunicationwithotherstudents, teachers, and staff.

Previous studies (e.g., Black & Lin, 2003; Picardo, 2002) show that the reputation of an institution offering distance courses has a significant influence on reducing the risk perceived by the student. Lee and Tan (2003) show that consumers are more willing to acquire products and services through Internet from companies with a good reputation. Stigler (1961) states that a company’s reputation indicates persistence of quality and makes it possible to establish a higher price because it reduces the information search effort. Reputation is achieved through recommendations from other consumers, advertising, and brand image (Bolton, 1998).

It seems logical to expect that a prestigious institution for classroom taught courses would use this positioning to launch distance course pro-

grammes. However, other authors (e.g., Cookson, 2001; Jones & Pritchard, 2000) state that one of the attributes that a distance learning institution should have is precisely the non coexistence of distance courses and classroom taught courses. For example, the successful Open University in the United Kingdom and the Universitat Oberta de Catalunya in Spain, which are dedicated exclusively to distance courses and the increased demand for online courses from both institutions, can only be due to their prestige, academic rigour, and professionalism (Jones & Pritchard, 2000) as neither of them offer classroom taught courses.

Perceived shopping Risk

We can define the perceived e-shopping risk as

“the Internet user’s expectation of losing in a particular electronic transaction” (Forsythe &bShi,

2003; Ko, Jung, Kim, & Shim, 2004). The choice of a purchasing channel is heavily influenced by the perceived shopping risk, which becomes a barrier that may prevent consumers from doing online courses.

In distance shopping, perceived risk is greater than when shopping in traditional environments (Ko et al., 2004; Lee & Tan, 2003). If we concentrate on the sphere of distance learning, the perceived risk is a consequence of several factors: beliefthatdistancelearningisoflowerqualitythan attended courses and therefore should cost less, rejection due to mistrust of the institution offering this form of learning, perception of insufficient acceptance in society of online training qualifications, and the perceived need to make greater effort to achieve the same teaching objectives (Black & Lin, 2003; Cookson, 2001).

Financial risk is the perception that the value of the course is less than its selling price (Schiffman & Kanuk, 2003). In the sphere of distance learning, financial risk is associated with the perception that doing this type of course should cost less than doing a classroom taught course. Previous research (e.g., Forsythe & Shi, 2003;

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Motivators and Inhibitors of Distance Learning Courses Adoption

Tan,1999)hasshownthattheperceivedfinancial risk is an important predictor of the e-shopping decision. A money-back guarantee may reduce this type of risk although the higher the cost of the product, the greater this type of risk (Tan, 1999), especially if the consumer is not familiar with the product.

The perceived psychosocial risk is the perception of society’s lack of acceptance of the qualification to be obtained with distance learning courses (Black & Lin, 2003). With the aim of minimising this type of risk in the countries where distance learning is more widespread (i.e., USA, Australia, Scandinavian Countries, etc.) universities and institutions offering e-learning do not make distinctions between their classroom taught diplomas and distance diplomas (Jones &

Pritchard, 2000), since there are no significant differencesbetweentheacademicresultsobtained through either system.

Online training provides greater access to learning resources such as texts, images, audio and video sequences, online databases, virtual libraries, e-books, and so forth than traditional classroom instruction (Harasim, 2000). However, this apparent advantage may become another obstacle in the decision to opt for distance learning, as for certain people it may translate into a greater perceived difficulty of accessing specific information, making learning tasks more difficult and increasing the perceived risk of time wasting (Harasim, 2000). For example, it takes more in-depth reflection to compose an answer when participating in a computer conference than it does in face-to-face discussion, as the reply is written, and thus requires more time than simple oral expression (Harasim, 1995). If we focus on the teacher’s point of view, more planning is required in a virtual environment to provide authentic answers to student questions, repetition, and feedback at the same time in comparison with the common verbal exchanges in a traditional class.

the case of sPanish students

Afteridentifyingthekeydriversofdistancelearning adoption, the second part of the chapter presents an empirical study of the Spanish market.

TheuseofInternetinSpainbeganaround1997 with 1.6% penetration of the population. According to data from the General Mass Media Study (AIMC, 2006), at present Internet penetration of the population in Spain is at 37.2%, far exceeding thepenetrationofothermediasuchasnewspapers, magazines, and the cinema. If we focus on the evolution of online purchases, in recent years, Spain has seen an increase in the e-commerce adoption rate from 0.47 million euros in 1997 to 2,143 million euros in 2005 (AECE, 2006).

According to the Bioeduca 2006 (Spanish Internet Observatory [OEI], 2006) around 350,000 Spanish students are currently following various online courses and 50% of them are university educated. Distance pupils represent 5% of total student numbers at present, and this share is forecast to rise to 10%.

The profile of an e-learning course user is a consumer between the ages of 30 to 45, with one or more children and in full-time work and with insufficient time to attend a training centre (i.e., university, academy or business school) and who studies at times when family commitments are not pressing. It is worth noting that this type of training is becoming increasingly popular with executives and middle management.

The results of the “5th Panel of results on E- learningapplicationinlargecompanies”(Grupo

Doxa, 2005) show that in 2004, employers invested around 410 million euros in outsourcing continuous training, 40 million of which were for e-learning (including blended learning). Spanish companies are beginning to include more e-learning in their training plans in some sectors of the economy such as banking, energy, telecommunications,andotheradvancedservices, while transport, industry, andconstructionarethe minority sectors for this type of training.

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Motivators and Inhibitors of Distance Learning Courses Adoption

Figure 1. Determining variables in the e-learning decision

RELATIONS WITH THE								SERVICE
MEDIUM								CONSIDERATIONS
Perceived ease of use			(+)			(+)		customer service
satisfaction with the		(+)			e-learning courses	(+)		Perceived utility
use of internet
			(+)		purchase intention	(-)
								Mistrust of the
Previous experience								organising institution
				(-)		(-)
					D
	financial risk				Psycho-social risk		waste of time risk

The conceptual model of distance learning courses adoption which will be contrasted in the Spanish market (see Figure 1) is an outcome of the literature review presented above.

The quantitative analysis provides answers to the following research questions:

1.What are the main perceived benefits and barriers in distance learning courses for Spanish consumers?

2.How does mistrust of distance learning institutions and perceived shopping risk influence e-learning course adoption?

3.Do relations with the Internet influence the future distance learning course purchase decision?

4.What are the impact of perceived customer service and perceived course utility on the distance learning course purchase decision?

Methodology

A convenience sample of 111 students attending classroom-taught postgraduate and management trainingprogrammesandself-administeredques-

tionnaires were used in March 2005 to obtain the information.

This study uses both quantitative and qualitative analysis techniques. The questionnaire was developed and tested with 9 focus groups to examine the dynamics of distance learning course users and institutions (managers of business schools, university students and professional students) with different levels of previous experience with distance learning courses. The qualitative research helped us to identify Spanish consumer standards of behaviour and attitudes in the adoption of this type of learning and to focus the study on asynchronous distance learning because the use of synchronous learning technologies is still scarceinSpain.Basedontheinformationprovided by focus group meetings, the questionnaire was modified and finalised.

A research instrument with close-ended questions was used for this study. Questionnaires were delivered to and collected from volunteer participants over the age of 18. A total of 202 Spanish students were contacted during the survey; 157 agreed to participate in this study. Among the questionnaires received, 111 were completed and

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Motivators and Inhibitors of Distance Learning Courses Adoption

analysed. Only 27% of the sample has previous experience of asynchronous distance courses.

Demographics of the sample are shown on Figures 2 to 5 (see below). The average age of the sample is 34 years old, with 55.3% men and 44.7% women. Of the sample, 73.9% have university studies, and 26.1% have completed secondary school. Also, 74.7% of the participants were employed.

The different types of perceived purchase risks were measured on a 5-point Likert scale (1

“Strongly disagree” to 5 “Completely agree”). Thus, the financial risk was measured by the degree to which consumers agreed with the statement,“Thepriceofasynchronousdistancecourses should be lower than the price for classroom taught courses,” the psychosocial risk with the statement, “Society places more value on qualificationsobtainedfromclassroomtaughtcourses than those from asynchronous distance learning

courses,” and perceived waste-of-time risk was measured with the statement, “With traditional classroom instruction you have to work less than in asynchronous distance learning to achieve the same teaching objectives.”

Prior experience as user was measured with a dichotomous variable (Yes/No) where consumers indicated whether they had previously done any type of asynchronous distance course.

The perceived ease-of-use (the need to use Internet and computers does not mean any additional effort in asynchronous distance learning over traditional classroom instruction), perceived satisfaction (I think that the advantages of using Internetinasynchronousdistancecoursesprovide a high level of satisfaction), customer service (asynchronous distance learning provides greater service quality than classroom taught courses), mistrustintheorganisinginstitutions(theprestige of the offering institution is more important in the

Figure 2. Sample description (gender)

Figure 4. Sample description (education)

					. %
. %	Men	. %			. %
	Women
	. %
					0. %
		Unemployed	Retired	Self-employed	Employed

Figure 3. Sample description (age)

Figure 5. Sample description (occupation)

. %		. %	. %		. %
. %
					0. %
-	0-	-	-	-	Over

	0%		. %
. %
			. %
primary studies	secondary education	university diploma	university bachelor

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