'Play' or 'Labour', the Perception of University Teachers towards MOOCs: Moderating Role of Culture
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| Title: | 'Play' or 'Labour', the Perception of University Teachers towards MOOCs: Moderating Role of Culture |
|---|---|
| Language: | English |
| Authors: | Wang, Kai (ORCID |
| Source: | Education and Information Technologies. Jul 2023 28(7):7737-7762. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Teacher Attitudes, MOOCs, Cultural Differences, Intention, Teacher Behavior, Foreign Countries |
| Geographic Terms: | Spain, China |
| DOI: | 10.1007/s10639-022-11502-w |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | This study aims to understand the perception of university teachers on MOOCs and explore the critical drives that impact teachers to work with MOOCs based on an incorporated model of theory of planned behaviour (TPB) and Playbour (PL). Besides, this study also adopts Hofstede's Cultural Dimensions Theory to include the culture as a moderator to explore how university teachers with different cultural backgrounds perceive MOOCs. The results show that Attitude (ATT), Subjective norms (SN) and Perceived behavioural control (PBC) are crucial determinants that impact teachers' behavioural intention (BI) towards MOOCs. Besides, PL is found as a strong mediator to explain the great importance of ATT of university teachers to adopt MOOCs. Regarding the moderating effect, the significant difference in Spain and China are detected to explain teachers' BI towards MOOCs. Additionally, the validity and model fit of the incorporated model are proved, which further enriches the field of TPB to explain teachers' behaviour towards MOOCs. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1383122 |
| Database: | ERIC |
| Abstract: | This study aims to understand the perception of university teachers on MOOCs and explore the critical drives that impact teachers to work with MOOCs based on an incorporated model of theory of planned behaviour (TPB) and Playbour (PL). Besides, this study also adopts Hofstede's Cultural Dimensions Theory to include the culture as a moderator to explore how university teachers with different cultural backgrounds perceive MOOCs. The results show that Attitude (ATT), Subjective norms (SN) and Perceived behavioural control (PBC) are crucial determinants that impact teachers' behavioural intention (BI) towards MOOCs. Besides, PL is found as a strong mediator to explain the great importance of ATT of university teachers to adopt MOOCs. Regarding the moderating effect, the significant difference in Spain and China are detected to explain teachers' BI towards MOOCs. Additionally, the validity and model fit of the incorporated model are proved, which further enriches the field of TPB to explain teachers' behaviour towards MOOCs. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-022-11502-w |
