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The aim of this study was to examine the predictive value of some factors on acceptance and use of desktop web-conferencing by students in a blended course, and according to course delivery modes, in higher education. Based on the Unified Theory of Acceptance and Use of Technology, this study tested a model encompassing six variables: behavioural intentions, performance expectancy, effort expectancy, social influence, facilitating conditions and autonomy. Data were collected on a sample of 376 undergraduate business students in a blended information system course using an online questionnaire. The results revealed that performance expectancy and social influence have a positive impact on behavioural intentions while autonomy has a negative direct effect and a positive indirect effect mediated by performance expectancy (R2 = 36%). The results also indicated different patterns of significant relationships between delivery mode groups and within the overall model, suggesting that course delivery mode plays a moderating role
