Abstract
Massive Open Online Courses (MOOCs) attract many researchers because of their massiveness, openness, machine and peer assessment, yet there are still many questions to be answered. This study was conducted at FPT University in Can Tho during the 2020-2021 academic year using the quantitative approach. A purposeful sampling technique was used to select 226 participants who partook at least one MOOC on the Coursera platform. The questionnaire consists of 18 items adapted from Technology Acceptance Model (TAM) developed by Davis (1989), and Learning Strategies, by Marton and Säljö (1976). The findings showed that perceived ease of use (PEOU), and perceived usefulness (PU) have a great impact on students’ intention to use MOOCs in the future, PU, however, has a stronger and more direct correlation to the acceptability of MOOCs. Furthermore, surface learning strategy has a negative effect on the intention to enroll in MOOCs while deep learning strategy was not significantly correlated with intended future use of MOOCs. More importantly, a valuable finding was that surface learning strategy was in inverse proportion to courses variable and it can be lessened. Our findings are expected to offer a multi-dimensional view for students, especially those in the current context as well as MOOCs developers in order to design curricula.
Highlights
The development of the education and training systems with the application of information technology has been widely welcomed by universities and countries around the world, meeting the increasingly diverse and plentiful learning needs
The 226 participants who experienced at least one Massive Open Online Courses (MOOCs) were selected from all majors at FPT University in Can Tho including students majoring in Business Administration, Information Technology, and Linguistics which account for 36,3%, 36,7%, and 27% of enrolled students respectively
There is a strong correlation between perceived ease of use, perceived usefulness, deep learning strategies, and students’ intention to continue MOOC use
Summary
The development of the education and training systems with the application of information technology has been widely welcomed by universities and countries around the world, meeting the increasingly diverse and plentiful learning needs This refers to the method of learning with MOOCs (Massive Open Online Courses), which are online courses for those who are motivated to study anytime, anywhere in the world through a smart device with Internet connection (Jordan, 2014). The main features of MOOCs are a large number of students, online and open lectures provided in video format (8-12 minutes) followed by structured quizzes, and self-controlled learning pace, as the key characteristics, as well as online forums, peer support requests, discussions, peer-reviewed and/or self-assessment projects (Glance et al, 2012). According to data from the University of Pennsylvania Graduate School of Education (2013), MOOCs have small
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