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The Behavioural Intention to Use MOOCs by Undergraduate Students: Incorporating TAM with TPB

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Title: The Behavioural Intention to Use MOOCs by Undergraduate Students: Incorporating TAM with TPB
Language: English
Authors: Wang, Kai (ORCID 0000-0002-7765-8658), van Hemmen, Stefan Felix (ORCID 0000-0003-1452-166X), Criado, Josep Rialp (ORCID 0000-0002-0656-1592)
Source: International Journal of Educational Management. 2022 36(7):1321-1342.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Student Behavior, Intention, Student Attitudes, MOOCs, Behavior Theories, Adoption (Ideas), Usability, Student Satisfaction, Student Needs, Electronic Learning
Geographic Terms: Spain (Barcelona)
DOI: 10.1108/IJEM-11-2021-0446
ISSN: 0951-354X
1758-6518
Abstract: Purpose: The 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/approach: This 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. Findings: The 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/value: This 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354075
Database: ERIC
FullText Text:
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  Data: The Behavioural Intention to Use MOOCs by Undergraduate Students: Incorporating TAM with TPB
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Kai%22">Wang, Kai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7765-8658">0000-0002-7765-8658</externalLink>)<br /><searchLink fieldCode="AR" term="%22van+Hemmen%2C+Stefan+Felix%22">van Hemmen, Stefan Felix</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1452-166X">0000-0003-1452-166X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Criado%2C+Josep+Rialp%22">Criado, Josep Rialp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0656-1592">0000-0002-0656-1592</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Management%22"><i>International Journal of Educational Management</i></searchLink>. 2022 36(7):1321-1342.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 22
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Theories%22">Behavior Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Spain+%28Barcelona%29%22">Spain (Barcelona)</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1108/IJEM-11-2021-0446
– Name: ISSN
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  Data: 0951-354X<br />1758-6518
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The 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/approach: This 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. Findings: The 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/value: This 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.
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        Value: 10.1108/IJEM-11-2021-0446
    Languages:
      – Text: English
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Student Behavior
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Needs
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Spain (Barcelona)
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