Comparative analysis of variables that influence behavioral intention to use MOOCs.
The purpose of this research was to investigate the key factors that influence behavioral intention to adopt MOOCs. The study was conducted in three countries namely, Poland, Thailand, and Pakistan. The study was considered significant considering the advancements in technology that have had an unpr...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2022-01-01
|
| Series: | PLoS ONE |
| Online Access: | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0262037&type=printable |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849705402770391040 |
|---|---|
| author | Singha Chaveesuk Bilal Khalid Magdalena Bsoul-Kopowska Eugenia Rostańska Wornchanok Chaiyasoonthorn |
| author_facet | Singha Chaveesuk Bilal Khalid Magdalena Bsoul-Kopowska Eugenia Rostańska Wornchanok Chaiyasoonthorn |
| author_sort | Singha Chaveesuk |
| collection | DOAJ |
| description | The purpose of this research was to investigate the key factors that influence behavioral intention to adopt MOOCs. The study was conducted in three countries namely, Poland, Thailand, and Pakistan. The study was considered significant considering the advancements in technology that have had an unprecedented impact on education, and the need to conduct learning online due to the COVID-19 to pandemics. The research adopted the Unified Theory of Acceptance and Use of Technology (UTAUT2) and extended it by including other variables including culture, social distancing, and absorptive capacity. The study was conducted using the quantitative methodology, where the data was collected using a structured questionnaire. The data was collected from a sample from each of the three countries, and sample sizes were 455, 490, and 513 for Poland, Thailand, and Pakistan respectively. The data were analyzed using Structural Equation Modeling (SEM) and multi-group SEM analysis. The results of the study indicated that effort expectancy and culture significantly and positively influenced behavioral intention to use MOOCs in all three countries. As well, absorptive capacity is mediated significantly by performance expectancy and effort expectancy. Facilitating conditions have a significant influence on MOOCs in both Thailand and Pakistan. Social influence has a significant influence on behavioral intention to use MOOCs in Thailand, hedonic motivation and price value have a significant influence on behavioral intention to use MOOCs in Poland, and the habit has a significant factor in Pakistan. The keys aspects influencing behavioral intention to Use MOOCs were different in Poland, Thailand, and Pakistan, in various factors which are performance expectancy, social distancing, price value, facilitating conditions, and social influence. The research recommended that it is important to evaluate the situation and prevailing conditions of the concerned country, before implementing the MOOCs and the associated online learning practices. |
| format | Article |
| id | doaj-art-5d975de9c7ea415bb748a417f5fefb73 |
| institution | DOAJ |
| issn | 1932-6203 |
| language | English |
| publishDate | 2022-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj-art-5d975de9c7ea415bb748a417f5fefb732025-08-20T03:16:29ZengPublic Library of Science (PLoS)PLoS ONE1932-62032022-01-01174e026203710.1371/journal.pone.0262037Comparative analysis of variables that influence behavioral intention to use MOOCs.Singha ChaveesukBilal KhalidMagdalena Bsoul-KopowskaEugenia RostańskaWornchanok ChaiyasoonthornThe purpose of this research was to investigate the key factors that influence behavioral intention to adopt MOOCs. The study was conducted in three countries namely, Poland, Thailand, and Pakistan. The study was considered significant considering the advancements in technology that have had an unprecedented impact on education, and the need to conduct learning online due to the COVID-19 to pandemics. The research adopted the Unified Theory of Acceptance and Use of Technology (UTAUT2) and extended it by including other variables including culture, social distancing, and absorptive capacity. The study was conducted using the quantitative methodology, where the data was collected using a structured questionnaire. The data was collected from a sample from each of the three countries, and sample sizes were 455, 490, and 513 for Poland, Thailand, and Pakistan respectively. The data were analyzed using Structural Equation Modeling (SEM) and multi-group SEM analysis. The results of the study indicated that effort expectancy and culture significantly and positively influenced behavioral intention to use MOOCs in all three countries. As well, absorptive capacity is mediated significantly by performance expectancy and effort expectancy. Facilitating conditions have a significant influence on MOOCs in both Thailand and Pakistan. Social influence has a significant influence on behavioral intention to use MOOCs in Thailand, hedonic motivation and price value have a significant influence on behavioral intention to use MOOCs in Poland, and the habit has a significant factor in Pakistan. The keys aspects influencing behavioral intention to Use MOOCs were different in Poland, Thailand, and Pakistan, in various factors which are performance expectancy, social distancing, price value, facilitating conditions, and social influence. The research recommended that it is important to evaluate the situation and prevailing conditions of the concerned country, before implementing the MOOCs and the associated online learning practices.https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0262037&type=printable |
| spellingShingle | Singha Chaveesuk Bilal Khalid Magdalena Bsoul-Kopowska Eugenia Rostańska Wornchanok Chaiyasoonthorn Comparative analysis of variables that influence behavioral intention to use MOOCs. PLoS ONE |
| title | Comparative analysis of variables that influence behavioral intention to use MOOCs. |
| title_full | Comparative analysis of variables that influence behavioral intention to use MOOCs. |
| title_fullStr | Comparative analysis of variables that influence behavioral intention to use MOOCs. |
| title_full_unstemmed | Comparative analysis of variables that influence behavioral intention to use MOOCs. |
| title_short | Comparative analysis of variables that influence behavioral intention to use MOOCs. |
| title_sort | comparative analysis of variables that influence behavioral intention to use moocs |
| url | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0262037&type=printable |
| work_keys_str_mv | AT singhachaveesuk comparativeanalysisofvariablesthatinfluencebehavioralintentiontousemoocs AT bilalkhalid comparativeanalysisofvariablesthatinfluencebehavioralintentiontousemoocs AT magdalenabsoulkopowska comparativeanalysisofvariablesthatinfluencebehavioralintentiontousemoocs AT eugeniarostanska comparativeanalysisofvariablesthatinfluencebehavioralintentiontousemoocs AT wornchanokchaiyasoonthorn comparativeanalysisofvariablesthatinfluencebehavioralintentiontousemoocs |