Adoption of massive open online courses (MOOCs) for blended learning: the Indian educators’ perspective

Abstract

ABSTRACT Though e-learning and learner’s perspective have been researched a lot by researchers, there is a real dearth of quality empirical research studies on adoption of massive open online courses (MOOCs) from teachers’ perspective in general and in Indian scenario in particular. In addition to accomplishing these, the presented research is also unique as it deploys technology acceptance model for Indian educators’ perspective for the first time. Towards this end, the paper presents the development of seven hypotheses, their compilation in the proposed conceptual model followed by its testing with model-fit indices. Technically, two-step data analysis with confirmatory factor analysis, path analysis with structural equation modelling and reliability analysis with Cronbach’s alpha (CA) have been carried out. This is the first formal attempt to statistically investigate and validate the determinants of teachers’ acceptance and use of MOOCs. Specifically, the influence of social context, perceived usefulness, perceived ease of use and content quality on the teacher’s intentions of adopting MOOCs have been examined. The role of mediating factors and the possibility of a teacher’s intention to adopt MOOCs in the near future are also analysed in depth.