Universities around the world have been readily embracing online technologies to make their courses more convenient for today’s tech savvy gen Y students. However, such a change is often at the expense of the teaching staff as they are suddenly met with increased workload and the need to learn new technologies. Although student acceptance is often looked at, lecturers’ acceptance is often ignored. It is important to gauge lecturers’ acceptance of these online lecturing technologies as such technologies would be rendered useless if lecturers are not willing to accept and use them in their course. Hence, this study aims to examine the often ignored view from the lecturers’ perspective by looking at the factors surrounding lecturer’s acceptance of online media for lecturing purposes.

Building on Davis’s (1989) TAM model, Daft and Lengel’s (1986) media richness theory and educational literature, this study will provide empirical evidence for the effects of perceived usefulness, perceived ease of use, subjective norms, self efficacy, organisational support, lecturing styles and workload on the lecturers’ choice to adopt usage of online video media. This paper reports the results of pilot study.