The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
An empirical study on users' adoption of MOOCs from the perspective of the institutional theory
Gao, Shang and Yang, Yuhao

PublishedDecember 2016
JournalInternational Journal of Networking and Virtual Organisations
Volume 16, Issue 4, Pages 377
PublisherInderScience Online
CountryChina, Asia

ABSTRACT
MOOC, which stands for massive open online course, has attracted millions of users around the world and it has a promise to be a very important element of future education. However, there is a little research on users' adoption of MOOCs. This paper aims to improve the understanding of users' behaviour intention to use MOOCs. The proposed research model is an extension of technology acceptance model with three factors from the institutional theory. And an empirical study with 279 subjects was conducted to test this model in China. The results indicate that both perceived usefulness and perceived ease of use directly affect users' behaviour intention to use MOOCs significantly. Another interesting finding is that mimetic pressures also have a significant positive influence on users' behaviour intention to use MOOCs.

Keywords behavioural intention · e-learning · electronic learning · institutional theory · intention to use · massive open online courses · mimetic pressure · MOOCs · online learning · perceived ease of use · perceived usefulness · TAM · technology acceptance model · user adoption · user behaviour

ISSN1741-5225
RefereedYes
Rights© 2019 Inderscience Enterprises Ltd.
DOI10.1504/IJNVO.2016.081654
URLhttps://www.inderscienceonline.com/doi/abs/10.1504/IJNVO.2016.081654
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 156 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Student engagement in massive open online courses
Sinclair, Jane; Kalvala, Sara
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the ...
Match: e-learning; electronic learning; massive open online courses; moocs; online learning

A study of user participation across different delivery modes of a massive open online course
Sinclair, Jane; Boyatt, Russell; Foss, Jonathan; Rocks, Claire
Massive open online courses (MOOCs) are offered by many universities, with hundreds of thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been ...
Match: e-learning; electronic learning; massive open online courses; moocs; online learning

Massive open online courses: A review of usage and evaluation
Sinclair, Jane; Boyatt, Russell; Rocks, Claire; Joy, Mike
The massive open online course (MOOC) has seen a dramatic rise in prominence over the last five years and is heralded by some as disrupting existing pedagogy and practices within the education sector, while others are ...
Match: e-learning; electronic learning; massive open online courses; moocs; online learning

Open and distance eLearning in Asia: Country initiatives and institutional cooperation for the transformation of higher education in the region
Bandalaria, Melinda
This paper is an attempt to describe the situation of higher education in Asia including the challenges it faced as well as the open and distance elearning initiatives by different countries and universities. Data ...
Match: institutional; moocs; asia

Examining learners’ perspective of taking a MOOC: Reasons, excitement, and perception of usefulness
Liu, M.; Kang, J.; McKelroy, E.
In recent years, massive open online Courses (MOOCs) as an online instruction format have attracted educators’ attention in higher education. While there are many news reports and blog entries about MOOCs, ...
Match: perspective; moocs

The impact of OER and MOOCs on ODL: An international perspective
Kanwar, Asha; Mishra, Sanjaya
Keynote Address at the 2015 International Distance Education Development Forum, Peking University, Beijing, China, 10 October 2015 by Professor Asha Kanwar, President & CEO (co-written with Dr Sanjaya Mishra, Education ...
Match: perspective; china

Teaching Massive, Open, Online, Courses (MOOCs): Tales from the front line
Lowenthal, Patrick; Snelson, Chareen; Perkins, Ross
Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the ...
Match: massive open online courses; moocs; online learning

Integrating MOOCs in regular higher education: Challenges and opportunities from a Scandinavian perspective
Dalipi, Fisnik; Ferati, Mexhid; Kurti, Arianit; Zaphiris, Panayiotis; Ioannou, Andri
MOOCs are increasingly being considered by universities as an integral part of their curriculum. Nevertheless, there are several challenges that to some extent slow this process, where the most important one is the ...
Match: perspective; moocs; online learning

MOOCs, institutional policy and change dynamics in higher education
O’Connor, Kate
The last couple of years have witnessed a growing debate about online learning in higher education, notably in response to the global massive open online course (MOOC) phenomenon. This paper explores these developments ...
Match: institutional; massive open online courses

Exploring the factors affecting learners’ continuance intention of MOOCs for online collaborative learning: An extended ECM perspective
Zhou, Junjie
The purpose of this paper was to investigate what factors influence learners' continuance intention in massive open online courses (MOOCs) for online collaborative learning. An extended expectation confirmation model ...
Match: perspective; online learning; china; asia