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'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 0000-0002-7765-8658), Van Hemmen, Stefan Felix, Criado, Josep Rialp
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
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  Data: 'Play' or 'Labour', the Perception of University Teachers towards MOOCs: Moderating Role of Culture
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Kai%22">Wang, Kai</searchLink> (ORCID <externalLink term="http://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><br /><searchLink fieldCode="AR" term="%22Criado%2C+Josep+Rialp%22">Criado, Josep Rialp</searchLink>
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1007/s10639-022-11502-w
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  Label: Abstract
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  Data: 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.
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      – SubjectFull: MOOCs
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