Abstract
Students’ learning environments are significantly influenced by massive open online courses (MOOCs). To better understand how students could implement learning technology for educational purposes, this study creates a structural equation model and tests confirmatory factor analysis. Therefore, the aim of this study was to develop a model through investigating observability (OB), complexity (CO), trialability (TR), and perceived usefulness (PU) with perceived ease-of-use (PEU) of MOOCs adoption by university students to measure their academic self-efficacy (ASE), learning engagement (LE), and learning persistence (LP). As a result, the study used an expanded variant of the innovation diffusion theory (IDT) and the technology acceptance model (TAM) as the research model. Structural Equation Modeling (SEM) with Smart-PLS was applied to quantitative data collection and analysis of 540 university students as respondents. Student responses were grouped into nine factors and evaluated to decide the students’ ASE, LE, and LP. The findings revealed a clear correlation between OB, CO, and TR, all of which were important predictors of PU and PEU. Students’ ASE, LE, and LP were affected by PEU and PU. This study’s established model was effective in explaining students’ ASE, LE, and LP on MOOC adoption. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, their instructors, and learning support systems.
Highlights
massive open online courses (MOOCs) have had a lot of coverage to extend higher education options and increase the quality of teaching and learning during COVID-19 pandemic
This study focused on postgraduate and undergraduate students who were active users of MOOCs for education during the COVID-19 pandemic
Variable indices must be less than 0.70, each construct’s average variance extracted (AVE) must be equal to or greater than 0.5, and the AVE square root must be greater than the inter-construct correlations (IC) for a factor, as recommended by [53]
Summary
MOOCs have had a lot of coverage to extend higher education options and increase the quality of teaching and learning during COVID-19 pandemic. There have been many efforts to popularize higher education to aid society’s transition into digital learning during COVID-19 pandemic. MOOCs have had free access to esteemed professors’ seminars as well as ongoing learning support through a variety of events and rich learning materials during the COVID-19 pandemic. MOOCs provide for open enrollment, curriculum sharing, and adaptive outcomes. MOOCs provide public engagement, usable interactive assets that are verified by leading experts in the field. MOOCs are built on the engagement of students based on their learning goals, prior knowledge and skills, and shared benefits [2]. MOOCs are gaining popularity among students due to several benefits
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