Abstract
<p class="3">Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour. The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. Results show: (a) attitude exerted the greatest influence on learners’ behavioural intention; (b) learners’ perceived behaviour control, subjective norm, and attitude, which directly and positively influence their behavioural intention; (c) behavioural intention exhibited dual mediation effects; (d) behavioural intention positively influenced actual behaviour in the C-TAM-TPB model, with a high level of overall model fit.</p>
Highlights
As of December 2016, Coursera, a well-known Massive Open Online Courses (MOOCs) platform, had more than 1,700 running courses
As MOOCs diffuse through education and society, the following issues may need to be addressed: Is peer assessment fair? Should there be course design standards and/or standardization? How to implement checks when learners are trusted to complete assignments themselves? What video production methods are maximal? Is a low rate completion important? These issues, as they relate to MOOCs, have been fully discussed and studied by numerous researchers (Lowenthal & Hodges, 2015; Rodriguez, 2012; Margaryan, Bianco, & Littlejohn, 2015; Jordan, 2015)
perceived usefulness (PU), as compared with perceived ease of use (PEOU), is a strong predictor of attitude, a finding supported by Okazaki and dos Santos (2012)
Summary
As of December 2016, Coursera, a well-known MOOCs platform, had more than 1,700 running courses. The proportion of the practice-oriented courses opened on all the leading MOOCs has never exceeded 5%. This low proportion indicates the difficulty to teach, learn, and operate practice-oriented courses within the MOOCs context. We are still early in the research that truly understands learner perception and attitude within the MOOC environment. Shih, Feng, and Tsai (2008) pointed out that E-learning was a trending subject in studies of learner perception and attitude. The specific situation for practice-oriented course material, delivered through a MOOC, is even less understood and requires investigation into learner adaptability and behaviour participating in a MOOC that includes a practice-oriented focus
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Review of Research in Open and Distributed Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
