Abstract
This study incorporated the technology acceptance model (TAM) and theory of planned behavior (TPB) to interpret students’ perception of MOOCs. This study was based on a survey questionnaire; all 525 respondents were undergraduates in China. A five-point Likert scale was used to collect data in order to measure relationships among the constructs of perceived usefulness (PU), perceived ease of use (PEOU), attitude (ATT), subjective norms (SN), perceived behavioral control (PBC), and behavioral control (BI). The results showed that the research model that incorporated TAM and TPB provided both desirable fit and validity, and all the proposed hypotheses were positively supported. Compared with ATT and SN, PBC had a much stronger impact than did BI. This study and its findings provided educators and MOOC providers with managerial implications as well as suggestions for designing future MOC offerings.
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