International Journal of
Information and Education Technology

Abstract

This study investigates how control, through trust and effectiveness uncertainty, affects learners’ willingness to depend on a virtual learning community (VLC). Three variables, perceived accreditation, perceived feedback, and perceived cooperative norms, were incorporated to represent different types of control. The research hypotheses were tested on a sample of 264 survey participants using Partial Least Squares (PLS). The results indicate that cooperative norms and feedback engender trust in the VLC, that accreditation and cooperative norms reduce effectiveness uncertainty, and that trust increases learners' willingness to depend on VLC. The relationships between trust and effectiveness uncertainty, between effectiveness uncertainty and willingness to depend, between feedback and effectiveness uncertainty, and between accreditation and trust are unconfirmed.