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Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education

In recent years, Massive Open Online Courses (MOOCs) is receiving a great deal of interests as a new paradigm of blended learning, flipped classroom and distance education. Hence, this research proposes a model based on Technology Acceptance Model (TAM) to identify the factors that can influence stu...

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Main Authors: Razami, H. H., Ibrahim, R.
Format: Article
Published: Institute of Advanced Scientific Research, Inc. 2020
Subjects:
T Technology (General)
Online Access:http://eprints.utm.my/id/eprint/86675/
https://dx.doi.org/10.5373/JARDCS/V12I3/20201219
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spelling my.utm.866752020-09-30T09:01:50Z http://eprints.utm.my/id/eprint/86675/ Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education Razami, H. H. Ibrahim, R. T Technology (General) In recent years, Massive Open Online Courses (MOOCs) is receiving a great deal of interests as a new paradigm of blended learning, flipped classroom and distance education. Hence, this research proposes a model based on Technology Acceptance Model (TAM) to identify the factors that can influence students in a higher education in Malaysia to use this technology to support their classroom learning. A sample of 111 students used the developed MOOC and completed a questionnaire. Eleven hypotheses in this research were then tested using partial least squares structural equation modelling (PLS-SEM) and results showed that perceived usefulness, perceived ease of use and attitude directly affected students’ intention to use the MOOC. On the other hand, social influence and course quality were found to have positive relationship with perceived usefulness whereas the impact of collaboration and perceived enjoyment on perceived ease of use was observed to be significant. The influence of collaboration on perceived usefulness was also studied but turned out insignificant. Institute of Advanced Scientific Research, Inc. 2020 Article PeerReviewed Razami, H. H. and Ibrahim, R. (2020) Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education. Journal of Advanced Research in Dynamical and Control Systems, 12 (3). pp. 522-530. ISSN 1943-023X https://dx.doi.org/10.5373/JARDCS/V12I3/20201219 DOI:10.5373/JARDCS/V12I3/20201219
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic T Technology (General)
spellingShingle T Technology (General)
Razami, H. H.
Ibrahim, R.
Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education
description In recent years, Massive Open Online Courses (MOOCs) is receiving a great deal of interests as a new paradigm of blended learning, flipped classroom and distance education. Hence, this research proposes a model based on Technology Acceptance Model (TAM) to identify the factors that can influence students in a higher education in Malaysia to use this technology to support their classroom learning. A sample of 111 students used the developed MOOC and completed a questionnaire. Eleven hypotheses in this research were then tested using partial least squares structural equation modelling (PLS-SEM) and results showed that perceived usefulness, perceived ease of use and attitude directly affected students’ intention to use the MOOC. On the other hand, social influence and course quality were found to have positive relationship with perceived usefulness whereas the impact of collaboration and perceived enjoyment on perceived ease of use was observed to be significant. The influence of collaboration on perceived usefulness was also studied but turned out insignificant.
format Article
author Razami, H. H.
Ibrahim, R.
author_facet Razami, H. H.
Ibrahim, R.
author_sort Razami, H. H.
title Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education
title_short Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education
title_full Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education
title_fullStr Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education
title_full_unstemmed Investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education
title_sort investigating the factors that influence the acceptance of mooc as a supplementary learning tool in higher education
publisher Institute of Advanced Scientific Research, Inc.
publishDate 2020
url http://eprints.utm.my/id/eprint/86675/
https://dx.doi.org/10.5373/JARDCS/V12I3/20201219
_version_ 1680321079979016192
score 13.211869

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