Abstract
As institutions continue blended or hybrid learning, video conferencing in education remains central. This study investigates learner acceptance with three popular videoconferencing platforms – Zoom, Microsoft Teams, and BigBlueButton – and the development of e-professionalism. E-professionalism applies professionalism to online behaviors, including social media. We develop an expanded Technology Acceptance Model (TAM) to include perceived internal and external support along with ease of use and usefulness, and a four-factor professionalism model. Data is collected from 340 undergraduate business students of a 4 year higher education institution in the USA. A Partial Least Squares approach revealed a significant relationship between perceived technology acceptance and e-professionalism. Selecting a video conferencing tool (VCT) with an intuitive design, like Zoom, and providing educational support positively impacts the learning and teaming experience and cultivates professionalism.
