Abstract
The partial least squares structural equation modeling (PLS-SEM) provides researchers with an analysis tool for prediction theory. As the coronavirus disease 2019 (COVID-19) brings risks to teaching and learning, students have been forced to switch from classroom learning to online learning and most subjects have chosen massive open online courses (MOOCs) for online learning in China. This study examines whether MOOCs can replace traditional classroom education and explores the factors that influence the intentions of switching of the students from offline to online. We sequenced the PLS-SEM analysis of data with 397 students from a university in Zhejiang province of China, testing the model parameters, and discussing the push-pull-mooring (PPM) theory. Our data demonstrate that security risk is a push factor, switching costs are a mooring factor, and perceived usefulness and task–technology fit are pull factors that pull students from traditional, offline learning to MOOCs. In addition, the PPM model of the analysis results provides a more specific understanding of the importance–performance analysis of each factor. Our findings suggest that to constantly improve the switching intention to address unexpected challenges in the future, teachers should establish an effective emergency management measures, including curriculum design, to be consistent with their needs.
Highlights
Massive open online courses (MOOCs) represent essential technological advances that have taken place in higher education over the past 10 years
The partial least squares structural equation modeling (PLS-SEM) was chosen for analysis, as it was more suitable than SEM based on covariance and was mainly adopted to conduct an exploratory study of theoretical development and the potential variable scores were required for subsequent analysis in this study (Balakrishnan et al, 2017)
In terms of the influence of the adjustment effect, the results showed that neither H4 (β = 0.053, p > 0.05, t = 1.334) nor H5 (β = –0.054, p > 0.05, t = 1.812) habits have an adjustment effect on the push/pull factors
Summary
Massive open online courses (MOOCs) represent essential technological advances that have taken place in higher education over the past 10 years. Smart devices and the Internet can be used to participate anytime and anywhere in open and massive online courses designed and provided by accredited higher education institutions and organizations, resolving the educational inequality in traditional teaching. The massive online learning resources of such courses help to diverse groups, including elementary and middle school students, college graduates, and professionals, to discover and develop their technological potential, thereby enabling them to respond more. E-learning and digital cultures have increased following the rapid expansion and scale of global campus education. Such interactivity allows learners to undergo interactive learning in a digital environment, even without a specific school or educational institution. The individuals can learn on MOOC platforms without spatial and temporal limitations (Waldrop, 2013; Shah, 2015)
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