Investigating the adoption of MOOCs : a technology-user-environment perspective
In spite of the potentials promised by MOOCs (massive open online courses), the adoption rate of MOOCs is still low, especially in developing countries. Research on the adoption of MOOCs in developing countries is also limited. To fill this research gap, this research aims to study the adoption of M...
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sg-ntu-dr.10356-1453452023-03-05T15:59:06Z Investigating the adoption of MOOCs : a technology-user-environment perspective Ma, Long Lee, Chei Sian Wee Kim Wee School of Communication and Information Social sciences::General::Education Drivers and Barriers of Adoption Innovation Adoption In spite of the potentials promised by MOOCs (massive open online courses), the adoption rate of MOOCs is still low, especially in developing countries. Research on the adoption of MOOCs in developing countries is also limited. To fill this research gap, this research aims to study the adoption of MOOCs by extending current research on innovation and technology adoption in order to promote the diffusion of MOOCs in developing countries. Here, a conceptual framework, technology–user–environment was proposed to identify influential drivers and barriers of MOOC adoption. Eight hundred and twenty‐seven individuals in a developing country, were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results show that for the (a) technological characteristics, perceived usefulness has the most significant influence, followed by lack of accessibility and performance‐to‐cost value; for the (b)user factors, self‐regulation was the most significant predictor of MOOC adoption, and female learners showed higher willingness to adopt MOOCs; and for the (c) social environmental factors, tradition and social norms and lack of information about MOOCs were negatively associated with adoption of MOOCs. Implications and suggestions are discussed at the end of this paper. Accepted version 2020-12-17T09:14:52Z 2020-12-17T09:14:52Z 2019 Journal Article Ma, L., & Lee, C. S. (2018). Investigating the adoption of MOOCs : a technology-user-environment perspective. Journal of Computer Assisted Learning, 35(1), 89–98. doi:10.1111/jcal.12314 0266-4909 https://hdl.handle.net/10356/145345 10.1111/jcal.12314 1 35 89 98 en Journal of Computer Assisted Learning This is the accepted version of the following article: Ma, L., & Lee, C. S. (2018). Investigating the adoption of MOOCs : a technology-user-environment perspective. Journal of Computer Assisted Learning, 35(1), 89–98., which has been published in final form at doi:10.1111/jcal.12314. This article may be used for non-commercial purposes in accordance with the Wiley Self-Archiving Policy [https://authorservices.wiley.com/authorresources/Journal-Authors/licensing/self-archiving.html]. application/pdf |
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Social sciences::General::Education Drivers and Barriers of Adoption Innovation Adoption Ma, Long Lee, Chei Sian Investigating the adoption of MOOCs : a technology-user-environment perspective |
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In spite of the potentials promised by MOOCs (massive open online courses), the adoption rate of MOOCs is still low, especially in developing countries. Research on the adoption of MOOCs in developing countries is also limited. To fill this research gap, this research aims to study the adoption of MOOCs by extending current research on innovation and technology adoption in order to promote the diffusion of MOOCs in developing countries. Here, a conceptual framework, technology–user–environment was proposed to identify influential drivers and barriers of MOOC adoption. Eight hundred and twenty‐seven individuals in a developing country, were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results show that for the (a) technological characteristics, perceived usefulness has the most significant influence, followed by lack of accessibility and performance‐to‐cost value; for the (b)user factors, self‐regulation was the most significant predictor of MOOC adoption, and female learners showed higher willingness to adopt MOOCs; and for the (c) social environmental factors, tradition and social norms and lack of information about MOOCs were negatively associated with adoption of MOOCs. Implications and suggestions are discussed at the end of this paper. |
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Wee Kim Wee School of Communication and Information |
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Wee Kim Wee School of Communication and Information Ma, Long Lee, Chei Sian |
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Article |
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Ma, Long Lee, Chei Sian |
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Ma, Long |
title |
Investigating the adoption of MOOCs : a technology-user-environment perspective |
title_short |
Investigating the adoption of MOOCs : a technology-user-environment perspective |
title_full |
Investigating the adoption of MOOCs : a technology-user-environment perspective |
title_fullStr |
Investigating the adoption of MOOCs : a technology-user-environment perspective |
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Investigating the adoption of MOOCs : a technology-user-environment perspective |
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investigating the adoption of moocs : a technology-user-environment perspective |
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2020 |
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https://hdl.handle.net/10356/145345 |
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