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Investigating the adoption of MOOCs in a developing country

Investigating the adoption of MOOCs in a developing country The purpose of this study is to investigate the factors underlying the adoption of massive open online courses (MOOCs), using technology-user-environment (TUE) framework and self-determination theory (SDT) as the theoretical frameworks.Design/methodology/approachThe primary data were collected from the field surveys conducted in the universities and academic institutions located in National Capital Region of Delhi, India, using convenience sampling technique. Structural equation modelling was used to test the hypothesized relationships in the proposed model.FindingsThe findings indicate that the learners’ intention to adopt MOOCs is significantly influenced by intrinsic motivation, social recognition, perceived value and perceived usefulness. On the other hand, the personal readiness, self-regulation of learners and peer influence are not found to have any significant impact on MOOCs adoption intention.Practical implicationsThe findings of the study will be helpful for MOOCs providers and other stakeholders. The MOOCs providers should emphasize on providing courses from renowned universities in cutting-edge areas which are self-paced and cost-effective. The academic institutions should provide credit benefits to the students in lieu of completing courses through MOOCs. Likewise, employers should also recognize the certificates awarded by MOOCs and give due credit to the learners who complete such certifications.Originality/valueThe study has contributed to the existing literature on MOOCs adoption by combining constructs from TUE and SDT. To the best of the author’s knowledge, this has been a first attempt to combine these two frameworks to study the learners’ adoption behaviour for MOOCs in Indian context. The integration of these two frameworks provides a more comprehensive model of factors with increased explanatory ability (72.6 per cent) to describe the adoption intention of MOOCs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Investigating the adoption of MOOCs in a developing country

Interactive Technology and Smart Education , Volume 17 (4): 21 – Sep 22, 2020

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References (71)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1741-5659
DOI
10.1108/itse-06-2019-0033
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to investigate the factors underlying the adoption of massive open online courses (MOOCs), using technology-user-environment (TUE) framework and self-determination theory (SDT) as the theoretical frameworks.Design/methodology/approachThe primary data were collected from the field surveys conducted in the universities and academic institutions located in National Capital Region of Delhi, India, using convenience sampling technique. Structural equation modelling was used to test the hypothesized relationships in the proposed model.FindingsThe findings indicate that the learners’ intention to adopt MOOCs is significantly influenced by intrinsic motivation, social recognition, perceived value and perceived usefulness. On the other hand, the personal readiness, self-regulation of learners and peer influence are not found to have any significant impact on MOOCs adoption intention.Practical implicationsThe findings of the study will be helpful for MOOCs providers and other stakeholders. The MOOCs providers should emphasize on providing courses from renowned universities in cutting-edge areas which are self-paced and cost-effective. The academic institutions should provide credit benefits to the students in lieu of completing courses through MOOCs. Likewise, employers should also recognize the certificates awarded by MOOCs and give due credit to the learners who complete such certifications.Originality/valueThe study has contributed to the existing literature on MOOCs adoption by combining constructs from TUE and SDT. To the best of the author’s knowledge, this has been a first attempt to combine these two frameworks to study the learners’ adoption behaviour for MOOCs in Indian context. The integration of these two frameworks provides a more comprehensive model of factors with increased explanatory ability (72.6 per cent) to describe the adoption intention of MOOCs.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Sep 22, 2020

Keywords: Adoption; Massive open online courses (MOOCs); Self-determination theory; Technology-user-environment; Massive open online courses MOOCs

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