The behavioural intention to use MOOCs by undergraduate students: incorporating TAM with TPB

Abstract

PurposeThe purpose of the study is to determine the impact that the crucial determinants have on the behavioural intention (BI) of undergraduates to adopt Massive Open Online Courses (MOOCs), addressing two perspectives that are students' technical experience and psychosocial factors.Design/methodology/approachThis is a questionnaire study, and all the respondents are undergraduates in Barcelona, Spain. A total of 188 students are selected as survey subjects. Data collection applies the five-point Likert scale, and the collected information refers to demographic information and constructs related to the technology acceptance model (TAM) and theory of planned behaviour (TPB). Confirmatory factor analysis (CFA) and partial least square (PLS) are used to examine the measurement model's convergent and discriminant validity and test the hypotheses implementing the bootstrapping method.FindingsThe results show perceived usefulness (PU) and perceived ease of use (PEOU) are influential in forming an attitude (ATT), and PU could directly impact BI significantly. Additionally, the mediating role of ATT in the relationships amongst PU, PEOU and BI are investigated. Besides, perceived behavioural control (PBC) is found a critical variable and significantly impacts BI, whereas subjective norms (SN) is not found statistically significant in explaining BI in this study.Originality/valueThis study has confirmed that ATT has a positive mediation effect on PU, PEOU and BI. This study has also confirmed the validity and model fit of the incorporated model of TAM and TPB, which sufficiently accounts for the planned behavioural process of undergraduates to accept a MOOC and contributes to validating literature of the incorporated model of TAM and TPB. Besides, this study provides MOOCs managers with practical suggestions. First, ease-of-use interfaces should be designed and intensified. Second, more channels should be explored to satisfy students' needs. Third, managers should intensify the leverage of the systems and introduce the free trial period to new learners. Fourth, a bonus mechanism could be adopted to motivate students. Last, manager should intensify the construction of oral advertisements amongst students.

Collaborative technology in a hybrid learning context: exploring feeling at ease and perceived learning among college students

“…Others have confirmed that having a positive attitude towards e-learning is critical to adopting this learning method but also highlight the discomfort of experiencing new e-learning platforms, creating challenges in technology readiness (Kaushik and Agrawal, 2021). Furthermore, in a study focused on student adoption of MOOCs, authors found that perceived ease of use and behavioral intentions is explained by perceived behavioral control (Wang et al, 2022). We thus test whether feeling at ease with the collaborative technology determines students' perceptions of the learning experience and attitude toward its continued use.…”

“…Innovations in education technology offer learning opportunities in various modalities, such as face-to-face, blended (hybrid) learning, online courses (Hiatt et al, 2018) and massive open online courses (MOOCs; Wang et al, 2022). Educational managers, particularly in higher education institutions, are increasingly embracing full or partial online learning as an integral part of their long-term strategy (Khandelwal et al, 2020).…”

Task-Technology Fit Analysis: Measuring the Factors that influence Behavioural Intention to Use the Online Summary-with Automated Feedback in a MOOCs Platform

“…This criterion explains how students perceive the usefulness of MOOCs in achieving their learning goals, and how easy it is to navigate the learning resources available in MOOCs. Considering that the aim of MOOCs is to make it easier for users, with the support of learning resources that are easily accessible, interesting, and important to master to increase their understanding and improve their skills, this can encourage active motivation in continuing online learning practices through MOOCs (Wang, van Hemmen and Criado, 2022).…”

Marketing micro-credentials: understanding learners' engagement and willingness to pay more

“…Whilst research has probed into the attitude and behavioural intention of MOOCs (e.g. adoption and completion) (Wang et al, 2022), there remains a significant void in our understanding of the during and post-adoption behaviour of MOOC users. In particular, the perception and experience of learners often expose user experience gaps that service providers may overlook (Ali et al, 2022), and these are vital to the success of micro-credential programmes (Kumar et al, 2020).…”

“…In particular, the perception and experience of learners often expose user experience gaps that service providers may overlook (Ali et al, 2022), and these are vital to the success of micro-credential programmes (Kumar et al, 2020). Past research primarily looked into the general attributes of MOOCs, such as perceived usefulness and perceived ease of use (Wang et al, 2022), but the core attributes of MOOCs, such as programme flexibility, content quality and system quality, remain underexplored. To add, whilst MOOCs are designed with the objective of offering affordable or no-cost learning opportunities, a number of MOOC providers are struggling with the process of establishing sustainable financial models.…”