Voice over Internet Protocol (VoIP) Technology as a Global Learning Tool - Information Systems Success and Control Belief

Oct 15, 2026

Voice over Internet Protocol (VoIP) enabled online learning providers face high attrition and low customer loyalty despite VoIP’s strong system fit for global learning. Improving loyalty requires understanding system quality, information quality, and learners’ beliefs about usefulness. The study proposes a theoretical model integrating seven IS success constructs with planned behavior theory. Experiment data from 66 undergraduates in the USA and Taiwan using Skype show information quality and perceived behavioral control outweigh system quality in raising satisfaction, which then supports intercultural competence and loyalty.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Introduction

Theoretical Development

Voice over Internet Protocol (VoIP) Technology as a Global Learning Tool: Information Systems Success and Control Belief Perspectives Charlie C. Chen & Sandra Vannoy Appalachian State University, United States Abstract Voice over Internet Protocol- (VoIP) enabled online learning service providers struggling with high attrition rates and low customer loyalty issues despite VoIP’s high degree of system fit for online global learning applications. Effective solutions to this prevalent problem rely on the understanding of system quality, information quality, and individual beliefs about the usefulness of this technology. This research aims to provide insights into increasing the loyalty of users to VoIP-enabled global learning programs from the perspectives of information systems (IS) success and control belief. A theoretical model is proposed to integrate seven major constructs of IS success and planned behavior theory. We tested our model using the path analysis of data collected from an experiment where 66 undergraduate students from the USA and Taiwan worked in pairs using Skype to improve their English and intercultural communication skills. Data analysis results showed that information quality and perceived behavioral control are much more important than system quality in increasing satisfaction with the use of Skype. An increase in user satisfaction can lead to an improvement in intercultural communication competence and to increased user loyalty. Theoretical and practical implications are drawn from the findings to conclude this study. Keywords: Information quality; VoIP; Global learning tool; Perceived behavioral control; User satisfaction; Individual performance Introduction The effective delivery of a course should carefully consider the potential impact of “transactional distance,” determined by the dialogue between the learner and the instructor on learning effectiveness (Wedemeyer, 1981; Moore, 1983) . Personalized instruction methods can increase the rate of dialogue and shorten the transactional distance (Saba and Shearer, 1994) . As a result, the learning effectiveness can be improved compared to the traditional “instructor control”delivery method. VoIP (Voice over Internet Protocol) technology was originally dedicated to converting audio and video signals into digital data that could be transmitted over the Internet. Because of technological convergence, devices are taking on each other’s functions (Han, Chung, & Sohn, 2009) . Similarly, VoIP has expanded the functions it offers. VoIP technology offers the following technical features, including audio and video-conferencing, instant messaging, screen sharing, and file sharing. VoIP has also expanded its delivery medium from computers to TVs and handheld devices. These technical and nomadic VoIP features can be utilized as a cost-effective, one-on-one learning tool to offer individualized e-learning experiences and shorten both physical and virtual “transactional distance” between the instructor and the learner. Therefore, VoIP can be an ideal technology to deliver global learning experiences that require one-on-one interactions (Vannoy and Chen, 2012) . Although the use of e-learning is becoming an increasingly important learning trend, VoIP systems are not a popular choice among online learners. Rather, online asynchronous or self-paced elearning systems (e.g. WebCT, Moodle, podcast, Edmodo) are thriving because they empower learners to learn from anywhere and at anytime. In addition, although there are more than 120 million subscribers, the VoIP market is highly fragmented (Networkworld Asia, 2011), and VoIP providers have not focused on developing e-learning features for the educational sector. A 2012 elearning outlook study shows that many e-learning systems have underperformed because online learners receive little guidance and encouragement towards adopting the systems (e-learning, 2002) . VoIP providers must focus on removing cognitiv

FAQs

What problem does the study address about VoIP-enabled learning?

VoIP-enabled online learning providers struggle with high attrition and low customer loyalty even though VoIP fits well for global learning applications.

What model does the research propose?

It proposes a theoretical model that integrates seven major IS success constructs with planned behavior theory to explain user loyalty and related outcomes.

Which factors most strongly increase satisfaction in using Skype for learning?

The results show information quality and perceived behavioral control are much more important than system quality for increasing satisfaction.

Oct 15, 2026

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