A Cross Examination of the Intention to Integrate MOOCs in Teaching and Learning: An Application of Multi- Group Invariance Analysis

Kung-Teck Wong,Norazilawati Binti Abdullah,Pauline Swee Choo Goh

doi:10.3991/ijet.v14i19.10642

Kung-Teck Wong, Norazilawati Binti Abdullah + Show 1 more

Open Access

https://doi.org/10.3991/ijet.v14i19.10642

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Abstract

This paper attempts to understand student teachers’ and practicing teachers’ integration of MOOCs in teaching and learning and build a model that pre-dicts the intention of integration of MOOCs among them. Five variables (performance expectancy (FE), effort expectancy (EE), social influence (SI), facilitating condition (FC) and behavioural intention(BI)) were selected to build a model for the study. Structural equation modelling (SEM) was used as the main technique for the data analysis. The suggested model was found reliable and valid, based on a self-reported survey of 135 student teachers and practicing teachers. Results showed that behavioural intention toward MOOCs was significantly explained by performance expectancy and facilitat-ing condition. Overall, of the four hypotheses, two were supported by the da-ta. Differences were, however, detected between student teachers and prac-ticing teachers in terms of SI and FC towards BI regards to MOOCs inten-tion of integration.

Highlights

With the advancement of Internet and the proliferation of educational technology, the Massive Open Online courses (MOOCs) has become a seemingly ubiquitous part of our educational systems and ushered in a new area of education technology
This study aims to examine the key predictors underlying student teachers’ and practicing teachers’ intention to integrate MOOCs in teaching and learning
The findings of this study offer several important implications for the study related to MOOCs integration among student teachers and practising teachers

Summary

Introduction

With the advancement of Internet and the proliferation of educational technology, the Massive Open Online courses (MOOCs) has become a seemingly ubiquitous part of our educational systems and ushered in a new area of education technology. MOOCs is the combination of e-learning and traditional instructional paradigm. MOOCs learning has taken advantages of e-learning and traditional pedagogical practices to create differentiated instructional. Mixture of difference pedagogical practices, teaching tools and media formats is the key element in developing the blended elearning approach [1 - 3]. MOOCs in the context of school environment is different from pure E-learning practices. MOOC is a set of learning strategies or dimensions that mixes various event-based activities, including traditional learning method, synchronous online and asynchronous selfpaced teaching and learning [4 -5]

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