Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

Abstract

Massive Open student’s courses (MOOC) have stimulated the efforts made for improving the learning techniques and enhancing it the spectrum for students learning. Unfortunately, the acceptance of MOOC as a learning instrument re-mained low, which is perceived as an entertainment tool rather than an academic tool, particularly in developing countries. The study evaluated the student’s adap-tation of MOOC as an academic tool. It developed an understanding of the asso-ciated factors which impact the students’ decision towards utilizing MOOC as a learning instrument. It initially investigated the constructs of the native UTAUT, subsequent to which is derived theory from the literature, amplifying the UTAUT theory scope by instigating e-learning factors associated with MOOC, such as at-titude and self-efficacy. Based on the established framework, a survey was con-ducted where 150 MOOCs’ students were recruited. The collected data were sta-tistically analyzed using SPSS. The results showed that acceptance of the MOOCs was substantially affected by its performance expectancy, effort expec-tancy, social influence, self-efficiency, attitude, and facilitating conditions. It also suggested that efforts should be introduced to promote the use of MOOCs among the academic institutes in Saudi Arabia.

Exploring Factors of the Willingness to Accept AI-Assisted Learning Environments: An Empirical Investigation Based on the UTAUT Model and Perceived Risk Theory

“…Previous studies have found that, with the improvement of PE, SI, EE, and facilitating conditions (Awwad and Al-Majali, 2015;Altalhi, 2021;Alvi, 2021), the willingness of college students to accept AI-assisted learning environments increased significantly; the same result was found in this study.…”

“…According to existing studies, EE plays an indispensable role in the application of technology (Liebenberg et al, 2018). Altalhi (2021) conducted a survey of 150 students on MOOC acceptance and adaptability, and the data showed that effort expectations had a significant impact on student acceptance of MOOCs. When Yang et al (2019) studied how the integrated model of UTAUT and Connected Classroom Climate (CCC) affected students' acceptance of cloud classrooms, they found that effort expectations had a significant effect.…”

Crisis-centric distance learning model in Jordanian higher education sector: factors influencing the continuous use of distance learning platforms during COVID-19 pandemic

“…In addition, Alalwan et al (2017) studied the factors affecting mobile banking adoption by the customers of Jordanian bank using modified model, which has assimilated constructs from the UTAUT2 along with TR. Further, the study of Altalhi (2021) aimed to evaluate empirically factors influencing the student's BI to use massive open online course as an elearning instrument through the addition of different factors such as self-efficacy and attitude (Altalhi, 2021). Dwivedi et al (2020) revealed in their recent meta-analysis based on modified UTAUT studies, that its original constructs are significantly and positively Crisis-centric distance learning model associated with the existing literature.…”

Cloud-Based Learning Management: An Effective Learning during Social Distancing

“…Vinodh & Mathew demonstrate a significant association between effort expectancy and behavioral purpose through e-governance technologies (Vinodh & Mathew, 2012). Another support from other research can add to the literature to strengthen the relationship between effort expectancy and behavioral intention in pre-school teachers (Altalhi, 2021;Fadil Persada et al, 2019;Raza et al, 2021). Then, effort expectancy is significant to increase student satisfaction in doing online learning (Abugabah et al, 2015;Alajmi & Alotaibi, 2020;Cody-Allen & Kishore, 2006;Musyaffi & Muna, 2021).…”