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Comparative analysis of variables that influence behavioral intention to use MOOCs
Singha Chaveesuk1, Bilal Khalid1, Magdalena Bsoul-Kopowska2
1KMITL Business School, King Mongkut's Institute of Technology Ladkrabang, Bangkok, Thailand.
Plos One
|April 12, 2022
Summary
This study explored factors influencing the adoption of Massive Open Online Courses (MOOCs) across Poland, Thailand, and Pakistan. Key drivers like effort expectancy and culture varied by country, highlighting the need for localized strategies in online education.
Area of Science:
- Educational Technology
- Cross-Cultural Studies
- Behavioral Intention Research
Background:
- The COVID-19 pandemic accelerated the need for online learning solutions.
- Massive Open Online Courses (MOOCs) have emerged as a significant educational technology.
- Understanding adoption factors is crucial for effective MOOC implementation.
Purpose of the Study:
- To investigate key factors influencing behavioral intention to adopt MOOCs.
- To extend the Unified Theory of Acceptance and Use of Technology (UTAUT2) with culture, social distancing, and absorptive capacity.
- To compare adoption factors across Poland, Thailand, and Pakistan.
Main Methods:
- Quantitative methodology utilizing structured questionnaires.
- Data collected from 455 (Poland), 490 (Thailand), and 513 (Pakistan) participants.
- Analysis performed using Structural Equation Modeling (SEM) and multi-group SEM.
Main Results:
- Effort expectancy and culture positively influenced MOOC adoption intention in all countries.
- Absorptive capacity was significantly mediated by performance and effort expectancy.
- Country-specific factors like hedonic motivation (Poland), social influence (Thailand), and habit (Pakistan) also played roles.
Conclusions:
- Adoption factors for MOOCs differ significantly across Poland, Thailand, and Pakistan.
- Implementing MOOCs requires evaluating country-specific contexts and prevailing conditions.
- Tailored strategies are essential for successful online learning adoption.
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