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CHAPTER ONE
INTRODUCTION

1.1 Background of study

The development of the internet, and wide spread of technology has generated a
increase in the demand for online teaching and learning across the globe (Brittany
Gilbert 2015). Research on online learning has attracted a lot of scholars and
educationist because it is considered a major and fundamental educational
advancement in Nigeria (Osipita 2016), and also because of their increasing
popularity as a means for broadening access to higher education for many students
(Tapfumaneyi, 2013). Nigeria, has a number of distance learning centers which makes
for use of computer-based teaching and learning. While several institutions of higher
learning have made concerted efforts to initiate online learning, the outbreak of the
pandemic, Covid-19, has contributed to largely its adoption and utilization especially
among some private universities and very few public universities in Nigeria. Ajadi,
Salawu, & Adeoye, (2008) noted that very few conventional universities are carrying
out their academic activities through one form of ICT or the other. Meanwhile the
urge to embark on online learning is still a dream because the infrastructure of ICT’s
is very weak (Ajadi, Salawu, & Adeoye, 2008)
Recently, the global pandemic which resulted in the total shutdown of schools across
the world have imposed a stay at home order on over 1.5 billion children and youth
learners (UNESCO, 2020), and as a result changed the system and style of education
and learning processes dramatically, in a manner that results in sharp rise in the
adoption of online learning. Prior to the outbreak of the Covid-19 pandemic, the
regular educational sectors have rarely considered the need for adopting online
learning in Nigeria. Thus, a number of institutions, especially private universities,
reorganized their learning methods to respond to the challenges poised by the
worldwide pandemic. As a result of this, distance learning has enjoined a wide
acceptance in a way that is likely to outlive the event of global pandemic which led to
its popularity and wider acceptability.
The fact is, online learning has been appraised for connecting tutors and learners who
are geographically dispersed, with the ability to connect millions of learners at the
same time who may learn within the comfort of their homes, especially within internet

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broad-bound. Furthermore, online learning has increased flexibility of time, increases

digital information literacy, reduce cost of educational management. However, this
form of learning eliminate the face to face contact or interactions. With the gradual
adoption of online learning by some tertiary institutions in Nigeria, emerging related
challenges are observed and some are anticipated. This includes maintaining a regular
class management and ensuring conformity, emergence of new forms of deviant
behaviors relating to cyberspace teaching and learning, such as management of class
deviances, ways by which online general misconducts such as students’ poor class
participation, class absenteeism/truancy, punishment and treatment of deviant or
unruly behaviors may be realized.

Although deviant behaviors are exhibited in both the physical and online learning
environments, the online space are with the possibilities of diverse on-line peculiar
challenges to the rules of classroom engagements and control. Hence, the prediction
that the online classrooms may require developing a new approach towards its
management is a sound prediction given a number of reasons. First, due to the nature
of cyberspace where identity of users is unknown. Also, the adoption of on-line
education is to some extent, new in developing cultures, hence, many who are
adopting it may require more skills for effective knowledge transfer. The majority of
exact studies on challenges relating to online learning have been limited to studies on
its effectiveness. For instance, Eze, Chinedu-Eze, Bello (2018) note that even in rare
cases of facility adequacy, users’ attitude, inconsistent internet facility, and
inadequate training constitute a major cause of its non-adoption. Exploring the
demands and measures of deviance management in virtual learning space is
considered necessary given the dissimilarity of virtual learning with regular academic
space. It is against this background that this study attempts to investigate forms and

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context of online-class related deviance and management of deviant acts among
undergraduate students of universities.

1.2 Statement of the problem

Despite the recorded positive impacts of the World Wide Web in enhancing delivery
of education, it has also, to a great extent, been identified with diverse challenges
reported by both learners and instructors involved in its adoption. Regardless, Virtual
Distance Education (VDE) has increasingly gained popularity in recent times (Allen
& Seaman, 2017; Fildalgo, Thormann, Kulyk, Lencaster, 2020). Many universities,
especially private entities prefer this mode of learning for diverse reasons. However,
some are yet to key into this wave as it is not part of their institutional culture
(Fildalgo, Thormann, Kulyk, Lencaster, 2020).

In Nigeria, as in many cultures, education is patterned to reflect the society’s

normative beliefs and standards. Hence, in many developing economies, character
education is considered paramount, hence well-emphasized to be integrated in formal
education system. In fact, certificates are said to be awarded, having found students
worthy in learning and character. The online education is however characterized by
physical distance between the learners and instructors. In-spite of the reality of
physical distancing which poise a challenge to effective class monitoring and moral
training online education are mostly designed to award a degree or credential
(Gunawardana, McIsaac & Jonassen, 2008), which is supposedly awarded after
scaling through the test of character. Modern day schools perform functions similar to
those of ‘rehabilitation, as well as being curative institutions with behavioural
moulding being made possible in individual interactions. Schools also provide control
measures through the instruments of regulations and instructions which are purposeful
in containing social problems (Deacon, 2006). Moral education is aimed at promoting
students’ moral development (Chowdhury, 2016). Education is therefore meant to
cultivate humans (body, soul, and mind) for attainment of individual and personal
development. Max Weber’s distinction between his concepts of heroes thus
emphasizes the significance of education in human development. However, the
disembodied class interaction raises a question of the means through a question of
moral management.

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Problems relating to concealed identity of internet users are manifest in ICT operations. Research
focusing on challenges of online study have looked into the impact of online learning on higher
education (Kyari, Adiuku-Brown, Abechi and Adelakun 2018), delivery and experiences of
students (Reju and Jita, 2018), challenges and benefits of the adoption (Olugbeko and Izu 2013)
and so on. However, little or nothing is known about the forms and context of deviance in virtual
learning space. Also, ways by which instructors manage to prevent or control incidences of
deviant acts in online classroom are yet to receive research attention. This study, therefore, aims
to fill these research gaps.

1.3 Objectives of the Study

1. To identify the forms and context of deviance exhibited by students during Online-lecture
2. To explore Instructors’ moderating (forestalling and punishing) responses to identified
on-line deviant acts perpetuated by students.
3. To understand cyber-peculiar factors aiding students’ unruly behaviour.
4. To explore Instuctors’ views on the possibilities of effective on-line punishment.

1.4 Study Questions

1. What are the forms and context of deviance being exhibited by students during
during online lecture.
2. How do Instructors respond to online deviant act perpetuated by students?
3. What are the cyber-peculiar factors aiding students’ unruly behavior?
4. What are Instructors’ views on the possibilities of effective online punishment?

1.5 Justification of study

In the previous years, the Internet and computers have radically transformed the way
schools associate with the world. The information super route has become a realism. Students
can use the Internet from home or school to travel all over the world, to gather information and
new knowledge. As more travel on this electronic route increases, maps to discover information
and rules to keep the journey safe is becoming essential to successfully competing the journey
(Annie 2005). The concepts of norm and deviance are socially defined (Shaffer, 2009).

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 Deviant behavior is defined by unconventional traits that do not conform to officially
constituted generally accepted social norms. Deviant behaviour causes negative judgement e.g.
crimes, to be committed by masses. Deviant behaviour has a destructive or self-destructive
orientation defined by persistence and repetition. Due to the easy access of information on the
Internet; the possibility for misuse increases. Ethical behaviours by students, lecturers,
employeers, and employees have become a prima topic of concern. With the ratio of technology
use, cyber-attacks are also on the rise. Much has been said recently about how obscurity on the
internet "Disinhibits" people. Feeling comparatively safe with their real-world identity
concealed, they say and do things they otherwise wouldn't normally say or do in "real life." In
some instance, that seems to be a good thing. People may be more genuine, openhanded, and
accommodating. In other cases, however, the filthy side of a person gets unleashed on the
internet or on online classes (Suler & Phillips 1998). Secondary and college faculty have
reported an increment in students cheating by computer (Benning, 1998). According to a George
Mason University instructor, cheating is more easily done by using computers and the Internet.
Anne Marchant (a college instructor) refers to these kind of cheaters as “patchwork plagiarists.”
She says, “The students who copy and attach together passages from diverse articles they have
found on the Internet, then turn in the work as their own”. This will be gathering information on
the forms of deviance act in the online classes, responses to deviant act in online classes, factors
causing deviant behavior in online classes and adequate punishment for deviant act in online
classes. This is what this research or this study would be adding to knowledge. This research will
help in, accessing ways of maintaining order and discipline during online lectures.

1.6 Scope of study

Bowen University is going to be used for this research. Landmark university is located in Iwo
town in Osun state, southwest, Nigeria. its sharing boarders with Lagos state and Oyo state,
Bowen University, has the total population of 4500 students as at 2018, it’s a private Christian
university, affiliated with the Baptist Christian Church Worldwide, in 2021, It was regarded as
one of the top ten private universities in Nigeria according to world ranking. Landmark
University has been choosing for this study because it has varieties of E-learning platforms used

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for studying and also they participated in the online lecture during the lockdown of the
coronavirus era in year 2020.

1.7 Conceptual definitions

Deviance: According to French sociologist Emile Durkheim deviance is an inevitable part of

how society functions. Deviance describes actions or behaviors that violate informal social
norms or formally-enacted rules (Lumen).
Online-Education: Online education is a form of education where students use their home
computers through the internet (India education 2021).
Online-deviance: Online deviance are those actions and behaviors that violate the rules or norms
in online environment (Oakley R.L 2012).

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 CHAPTER TWO

LITERATURE REVIEW AND THEORITICAL FRAMEWORK

This chapter draws ideas from existing studies on the subject matter. It considers publications
from several authors on the subject matter. Among other things, it reviews information on the
history of western education in Nigeria, adoption of online education globally, adoption of online
education in Nigeria, impact of ICT (information communication technology) on education and
deviance behaviour by students. Also, it provides a theoretical insight into the subject matter, this
makes for a better understanding of the deviant behavior that occurs in academic pursuits.

2.1 LITERATURE REVIEW

2.1.1 History of western education in Nigeria
Nigeria is the most populous nation in sub-Saharan Africa with about 140 million people (NPC,
2007), residing in a landmass of about 923,768 square kilometers and with over 274 ethnic
groups making up the federation. The social and economic conception of providing education for
the population, within the context of prevailing national circumstances of decreasing financial
and other resources in the face of developments needs are heavy.(Ajadi, Salawu, & Adeoye
2008).
Lugard therefore, projected a utilitarian concept of education for all the aided or non-aided
schools in Nigeria. In outcome, there was an educational improvement for all schools in the
north, east and west. (Ajadi, Salawu, & Adeoye, 2008).

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values,
beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and
directed research. Education frequently takes place under the guidance of educators, but learners
may also educate themselves. Education can take place in formal or informal settings and any
experience that has a formative effect on the way one thinks, feels, or acts may be considered
educational. The methodology of teaching is called pedagogy.

The concept of education in Africa was not a colonial invention, Prior to European colonization
and subsequent introduction of Western education, traditional educational systems existed in

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Africa. The enduring role of education in every society is to prepare individuals to participate
fully and effectively in their world; it prepares youths to be active and productive members of
their societies by inculcating the skills necessary to achieve these goals. Although its functions
varied, African traditional education was not compartmentalized. Fundamentally, it was targeted
toward producing an individual who grew to be well grounded, skillful, cooperative, civil, and
able to contribute to the development of the community. The educational structure in which well-
rounded qualities were imparted was fundamentally informal; the family, kinship, village group,
and the larger community participated in the educational and socialization process.

Western education slowly entered the northern region. In 1947, only 66,000 students were
attending primary schools in the north. Ten years later, the number enrolled had expanded to
206,000 students. In the western region, over the same period, primary school enrollment
expanded from 240,000 to 983,000 students. The eastern region experienced the most dramatic
growth in primary enrolment during this period, jumping from 320,000 to 1,209,000 students.
The number of secondary school students in the entire nation grew much less dramatically,
increasing from 10,000 in 1947 to 36,000 in 1957. Most of this growth, 90 percent, was almost
entirely in the south. In the 1950s, Nigeria adopted the British system called Form Six that
divided grades into six elementary years, three junior secondary years, two senior secondary
years, and a two-year university preparation program.

The utility concept of education was projected according to Fafunwa (1974) under the following
heads among others: Formation of character and discipline, religious education and secular moral
instruction. Better education in government assisted schools, cooperation with mission and more
grants -in-aid to mission schools, special encouragement for training of teachers.
The memorandum in Nigeria according to Taiwo (1980), acknowledged, and further defined the
goals of education in the colonies as:
a. The advance of health and living conditions of the people.
b. The improvement of the economic well-being of the native population
c. The improvement of political institution and political consciousness in anticipation of the day
when the people would become self- governing.

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2.1.2 Adoption of online education globally
Realizing the result of ICT on the workplace and everyday life, today’s educational institutions
try to restructure their educational curricula and classroom facilities, in order to bridge the
existing technology gap in teaching and learning. Rogers (2003) identified five technological
characteristics or attributes that influence the decision to adopt an innovation. Stockdill and
Moreshouse (1992) also identified user characteristics, content characteristics, technological
considerations, and organizational capacity as factors influencing ICT adoption and integration
into teaching.

Online learning has shown significant growth over the last decade, as the internet and education
combine to provide people with the opportunity to gain new skills. Since the COVID-19
outbreak, online learning has become more centric in people's lives. The pandemic has forced
schools, universities, and companies to remote working and this booms the usage of online
learning.
There are numerous online learning platforms in the market such as Udemy, Coursera, Lynda,
Skillshare, Udacity that serve millions of people. The platforms are getting shaped by different
user verticals as well. While Skillshare is mostly for creatives such as giving courses on
animation, photography, lifestyle, Coursera is mostly academic with giving access to university
courses.
Top tier universities are also democratizing the learning by making courses accessible via online
platforms. Stanford University and Harvard University give access to online courses under
categories of computer science, engineering, mathematics, business, art, and personal
development.
These all show one thing, there’s a huge demand from people to learn online. The reason for this
demand and rapid growth of the market with a wide variety of platform options for different
groups of people may be the rapid change of the world. At the recent $50 Million round of
Udemy, President Darren Shimkus says, “The biggest challenge is for learners to figure out what
skills are emerging, what they can do to compete best in the global market. We’re in a world
that’s changing so quickly that skills that were valued just three or four years ago are no longer
relevant. People are confused and don’t know what they should be learning.” At this moment,

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online learning is becoming a huge catalyst for people and companies to help the adoption of this
rapid change in the world.
All those online learning enterprises have a massive amount of user data which enables those
platforms to use machine learning algorithms that can enhance the learning patterns of people.
Machine learning algorithms use pattern recognition which can personalize the content for each
individual. In most cases, when a student repeatedly struggles with a concept at the course, and
the platform can adjust the e-learning content to provide more detailed information to help the
student.
The instantaneous feedback loops inside the platforms which are provided by other online
students or the platform improve the learning curve. This also offers shy or more reticent people
the opportunity to participate in class discussions more easily than face-to-face class sessions.

2.1.3 Adoption of online education in Nigeria

Nigeria as a nation is not at par with the rest of the world especially the technologically
advanced nations. This has negatively impacted the pace of ICT based education and the
following are enumerated herein:
Factors discouraging adoption
Several factors influencing the adoption and integration of ICT into teaching have been

identified by researchers. In Nigeria, education is exceptionally underfunded. The educational

budget by the Federal government in the last ten years has represented an average of 5.17 per
cent compared to other Sub-Saharan Africa countries (Nwokolo et al., 2017).
Personal Characteristics
Personal characteristics such as educational level, age, gender, educational experience.
Experience with the computer for educational purpose and attitude towards computers can
influence the adoption of a technology.
ICT Competence
Computer competence is defined as being able to handle a wide range of varying computer
applications for various purposes (van Braak et al., 2004). According to Berner (2003), Na
(1993) and summers (1990) as cited in Bordbar (2010), teachers’ computer competence is a
major predictor of integrating ICT in teaching. Evidence suggests that majority of teachers who
reported negative or neutral attitude towards the integration of ICT into teaching and learning

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processes lacked knowledge and skills that would be adopted as online learning largely depends
on electrical power to carry out their daily activities. However, the current electricity supply in
Nigeria is very low, unstable and not available in many rural areas where the majority of the
students reside (Ikediugwu, 2008).
Gender
Gender differences and the use of ICT have been reported in several studies. However, studies
concerning teachers’ gender and ICT use have cited female teachers’ low levels of computer use
due to their limited technology access, skill, and interest (Volman & van Eck, 2001). Research
studies revealed that male teachers used more ICT in their teaching and learning processes than
their female counterparts (Kay, 2006; Wozney et al., 2006). Similarly, Markauskaite (2006),
investigated gender differences in self-reported ICT experience and ICT literacy among first year
graduate trainee teachers. The study revealed significant differences between males and females
in technical ICT capabilities, and situational and longitudinal sustainability. Males scores were
higher. Jamieson-Proctor, Burnett, Finger and Watson (2006) conducted a study on teachers’
integration of ICT in schools in Queensland State. Results from 929 teachers indicated that
female teachers were integrating technology into their teaching less than the male teachers.

Factors aiding adoption

E-learning provides valuable result on the accomplishments of learners. This technology
innovative approach assists learners in becoming innovative (Garrison and Anderson, 2003; Eze
et al., 2018). Some of the major benefits of e-learning to institutions, facilitators or instructors
are that it saves time, helps in projecting the image of the institution, encourages knowledge
advancements of staff, improves how teaching and learning are carried out and makes adaptation
more predominant. Institutional factors also helps to improve teachers’s existing attributes.
According to Vannatta & Fordham (2004), teacher’s time committed to teaching and amount of
technology training are reliable factors of technology use in classroom. They asserted that
teacher trainers and administrators should not only “provide extensive training on educational
technology, but should also facilitate and contribution to teaching improvement” (p. 262). Norris,
Poirot & Soloway (2003) also pointed out to the importance of access to technology.

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 2.1.4 Challenges of online learning
Due to very high original cost of infrastructural improvement and to increase public access to
internet and other ICTs, the developing countries are still far behind from acquiring benefit from
the e-learning.
The major problems facing the proper implementation of e-learning in Nigerian tertiary
institutions according to Salawudeen, (2010) in general are as follows:
Inequality of access to the technology itself by all the students: The cost of a personal computer
(PC) and Laptop are still very high in Nigeria considering the income level of an average worker
in the country. Few students that are privileged to have a PC/Laptop are not connected to the
internet as this do attract extra cost which they cannot afford.
Technophobia: Most of the student have no computer education background, hence they are
afraid of operating one, some go to the extent of hiring expert at a cost to fill their admission,
registration and other documents meant for them to fill online. However, the very few who have
access to the computer do not know how to use it and maximize it usage.
Internet Connectivity: The cost of accessing internet is still very high in Nigeria. Most Students
make use of Cyber Café who charges between #100.00 and #150.00 per hour despite their poor
services and slow rate of their server.
School Curriculum: Most of the students admitted have no information technology/computer
education knowledge because it was not entrenched in the curriculum at their elementary and
secondary education level. Not until recently when computer education is been introduced at
elementary level and it is not yet a compulsory subject at the secondary level of our education.
Attitude of Students: ICT give room to independent learning and most students are reluctant to
take responsibility for their own learning, but they preferred to be spoon-fed at all times.
Software and License cost: It is very expensive to get some of the soft wares because they are not
developed locally, they are developed in Europe and other developed countries to suit their own
system and make their own living. The cost and even the interpretation some of the software’s
put off some of the students who showed interest.
The major problems of e-learning faced by students in Nigeria’s tertiary institutions were:

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Inadequate supply of e-books to enhance their studies: After listening to lectures through radio
broadcast, e-books should complement the lectures. Students with visual impairments
particularly require e-books
Universities and Colleges of education in most cases do not have enough computers and special
reading devices for students to use.
Tertiary institutions in Nigeria were yet to incorporate Television conferencing: In most
Continents like the USA, Europe and Asia, lectures and examinations may be arranged and
conducted on-line. Examination results are released to individual students almost immediately.
Nigeria’s tertiary institutions are not yet there.

2.1.4 Impact of ICT on Education

Positive impact: ICT has increasingly played a critical role in all fields of manlike endeavors. It
is being used globally to translate ideas into realizable goals and develop same into concrete
achievement. ICT is readily useful in the areas of agriculture, engineering, medicine, law,
architecture, aviation, commerce, insurance, banking and finance as well as maritime activities.
ICT has the potential to contribute to substantial improvements in the educational system
(Moursund, 2005). However to date, relatively little of this potential has been achieved in spite
of ICT having significant impact on traditional school system. ICT provides resources and
services to support the education, research and public services missions to universities. ICT also
enhances the development and implementation of policies and procedures necessary to ensure
the effective, secured and appropriate use of universities information resources and services.
(Olaore, 2014). Adewumi 2012 stated that the positive impact of ICT are access to information,
improved access to education and new tools, new opportunities.

Negative impact: Students, and sometimes teachers, can get hooked on the technology aspect,
rather than the subject content. Facebook, Twitter, Youtube, Instagram and other social media
networking sites can be a distraction to living and learning in the real world. Advertisers take
advantage of the big data that exists in the interface of users of these networking sites and market
their various goods and services to the users. Educational institutions are not exempted from this
marketing effort of the big data houses such as Google, Microsoft, Yahoo etc. There are services
geared toward the institutions offering them free Internet hosting and data storage space in the

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cloud in exchange for access to their data availability for analysis and advertising (Olaore, 2014).
Adewumi 2012 stated that the negative impact of ICT are job loss, reduced personal interaction
and reduced physical activity.

2.1.5 The Concept of Deviant Behaviour

Deviance is any behavior that violates social norms, and is usually of sufficient severity to
warrant disapproval from the majority of society. Deviance can be criminal or non‐criminal. The
sociological discipline that deals with crime (behavior that violates laws) is criminology (also
known as criminal justice). Today, Americans consider such activities as alcoholism, excessive
gambling, being nude in public places, playing with fire, stealing, lying, refusing to bathe,
patronizing the services of prostitutes, and cross‐dressing as deviant. People who engage in
deviant behavior are referred to as deviants.
The concept of deviance is complex because norms vary considerably across groups, times, and
places. In other words, what one group may consider acceptable, another may consider deviant.
For example, in some parts of Indonesia, Malaysia, and Muslim Africa, women are circumcised.
Termed clitoridectomy and infibulation, this process involves cutting off the clitoris and/or
sewing shut the labia usually without any anesthesia. In America, the thought of female
circumcision, or female genital mutilation as it is known in the United States, is unthinkable;
female genital mutilation, usually done in unsanitary conditions that often lead to infections, is
done as a blatantly oppressive tactic to prevent women from having sexual pleasure.

2.2 Theoretical Framework

Several theories have been advanced to explain deviance within the past 50 years but these best
fit this research considering deviance behavior exhibited by students during online classes. They
are as follows: Differential-association Theory, Classical Theories and Confirmation/dis-
confirmation theory of Richard L. Oliver in 1977 and 1980.

2.2.1 Differential-association Theory

Edwin Sutherland coined the phrase differential association to address the issue of how
people learn deviance. According to this theory, the environment plays a major role in deciding
which norms people learn to violate. Specifically, people within a particular reference

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group provide norms of conformity and deviance, and thus heavily influence the way other
people look at the world, including how they react. People also learn their norms from various
socializing agents—parents, teachers, ministers, family, friends, co‐workers, and the media. In
short, people learn criminal behavior, like other behaviors, from their interactions with others,
especially in intimate groups.
The differential‐association theory applies to many types of deviant behavior. For example,
juvenile gangs provide an environment in which young people learn to become criminals. These
gangs define themselves as countercultural and glorify violence, retaliation, and crime as means
to achieving social status. Gang members learn to be deviant as they embrace and conform to
their gang's norms.
Thus it could be deduced that most students that exhibit deviant behaviour during online classes
do so as a learned behaviour from their friends, acquaintances and mates.

2.2.2 Classical Theory

This is a theory of crime. It holds that there is crime because the state lacks certainty and severity
in its punishment delivery systems, and it is the state’s job to punish, not the church. To stop
crime, we need more police, prosecutors, and prisons. Punish lots of people, punish them
regularly and harshly. Classical theory is based on deterrence theory. Crime is to be prevented
through fear of receiving sanctions (Rational Man Theory). The state needs to make the costs of
engaging in crime higher than the benefits, and communicate that to the public.
Extending this theory to deviant behaviour amongst students during online classes it could thus
be theorized that most of the students who exhibit this deviant behaviour do so simply because
punitive measures are not strong enough to deter them.

2.2.3 Confirmation/Dis-Confirmation Theory

Confirmation/dis-confirmation theory posits that expectations, coupled with perceived

performance, lead to post-purchase satisfaction. This effect is mediated through positive or
negative dis-confirmation between expectations and performance. If a product outperforms
expectations (positive dis-confirmation) post-purchase satisfaction will result. If a product falls
short of expectations (negative dis-confirmation) the consumer is likely to be dissatisfied (Oliver,
1980; Spreng et al. 1996).

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The four main constructs in the model are: expectations, performance, dis-confirmation, and
satisfaction. Expectations reflect anticipated behavior (Churchill and Suprenant, 1982). They are
predictive, indicating expected product attributes at some point in the future (Spreng et al. 1996).
Expectations serve as the comparison standard in ECT – what consumers use to evaluate
performance and form a dis-confirmation judgment (Halstead, 1999). Dis-confirmation is
hypothesized to affect satisfaction, with positive dis-confirmation leading to satisfaction and
negative dis-confirmation leading to dissatisfaction.

A major debate within the marketing literature concerns the nature of the effect of dis-
confirmation on satisfaction. The root of the problem lies in the definition of predictive
expectations as the comparison standard for perceived performance. In such case, the
confirmation of negative expectations is not likely to lead to satisfaction (Santos and Boote
2003). To overcome this problem, researchers have proposed other comparison standards such as
desires, ideals, equity, or past product and brand experience. ( Halstead, 1999; Yi 1990 ( Tse and
Wilton, 1988). (Spreng et al. 1996; Woodruff et al., 1983).

In this research we are studying deviance in online classes, using confirmation/dis-confirmation

theory. Deviance in online classes in this case is a negative dis-confirmation and may not lead to
satisfaction. There are some expected behaivours on online classes that will make the online
class orderly when this expectations are not met it leads to dis-satisfaction that is why this theory
is used for the study.

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