Abstract
The aim of the present study was to narrow the gap in the literature on the adoption of massive open online courses (MOOCs) and the role of task-technology fit (TTF), which influences student satisfaction, academic performance, and the long-term viability (sustainability) of MOOCs in higher education. While researchers have examined MOOC acceptance in a variety of contexts, the role of TTF as a mediating variable in evaluating education sustainability has not been explored using the technology acceptance model (TAM). As a result, the aim of this study was to create a new paradigm by combining two theories: TTF and TAM. Therefore, this study surveyed 277 university students from public universities using the structural equation modeling (SEM) approach to learn about their perceptions toward MOOCs as a method of achieving higher education sustainability. According to the findings, perceived ease of use had a positive impact on perceived enjoyment, perceived usefulness, and social influence, which in turn had a positive impact on task-technology fit and MOOCs use as a method of sustainability in higher education. Task-technology fit also had a positive impact on MOOC use as a method of sustainability. Finally, the role of task-technology fit and MOOCs in educational sustainability had a positive effect on students satisfaction and academic performance. As a result, the use of MOOCs in learning processes should be encouraged in higher education institutions to ensure their long-term viability (sustainability).
Highlights
Massive open online courses (MOOCs) have triggered public curiosity around the world, attracting a larger population than conventional online education
The present study aims to determine whether and how the above considerations influence the use of a MOOC system as a way of influencing student academic performance through two theories (TAM and task-technology fit (TTF))
In contrast to the demographic factors of specialization, 59 (21.3%) of respondents were from social science, 56 (20.2%) of respondents were from engineering, and 162 (58.5%) of respondents were from science and technology
Summary
Massive open online courses (MOOCs) have triggered public curiosity around the world, attracting a larger population than conventional online education. MOOCs are both free and open to all forms of students [1]. 81 million people enrolled in 9400 MOOCs produced by more than 800 higher education institutions, showing the massive increase of MOOCs [2]. Both the number of MOOC students and the number of institutions that offer MOOCs are expected to grow in the future. MOOC management and sustainability, on the other hand, is a significant obstacle. The future paths and educational sustainability of MOOCs were perhaps the most closely linked to our work
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