Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria

Abstract

This research examines the utilisation of Massive Open Online Courses (MOOCs) by university undergraduates in Ibadan, Nigeria, for digital skill development. A survey of 378 undergraduates from the University of Ibadan, Lead City University, and Dominican University is conducted. Principal Component Analysis (PCA) simplifies UTAUT variables, while regression analysis explores factors influencing MOOC usage. Results show a substantial 77.8% adoption rate of MOOCs, indicating a growing interest in online learning. Performance expectancy, effort expectancy, social influence, facilitating conditions, and internet accessibility significantly influence MOOC usage, though higher values for performance expectancy and facilitating conditions unexpectedly correspond to reduced utilisation. Demographic factors like age and gender do not significantly impact adoption. Limitations include the focus on Ibadan university students, potentially limiting generalizability, and the study’s cross-sectional nature, which may not capture long-term trends. Nonetheless, the research sheds light on digital education in Nigeria, emphasising MOOC utilisation among students. Rigorous statistical analyses and incorporating the UTAUT framework provide a robust foundation for interpretation. The results highlight prevalent MOOC usage and offer insights into adoption factors. Implications extend to educational institutions, instructors, digital literacy initiatives, and policy-making, stressing the importance of enhancing MOOC adoption for digital skill development among Nigerian university students.