Next Article in Journal
Myths of Early Math
Previous Article in Journal
The Impact of Job Satisfaction on the Turnover Intent of Executive Level Central Office Administrators in Texas Public School Districts: A Quantitative Study of Work Related Constructs
Previous Article in Special Issue
Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(2), 70; https://doi.org/10.3390/educsci8020070

Factors Affecting MOOC Usage by Students in Selected Ghanaian Universities

1
College of Law and Management Studies, University of Kwazulu Natal Durban, Durban 4041, South Africa
2
Department of Management, Ghana Technology University College, Accra PMB 100, Ghana
3
Department of Computer Science, Ho Technical University, Ho HP217, Ghana
*
Author to whom correspondence should be addressed.
Received: 18 March 2018 / Revised: 22 April 2018 / Accepted: 26 April 2018 / Published: 16 May 2018
(This article belongs to the Collection Massive Open Online Courses)
View Full-Text   |   Download PDF [609 KB, uploaded 16 May 2018]   |  

Abstract

There has been widespread criticism about the rates of participation of students enrolled on MOOCs (Massive Open Online Courses), more importantly, the percentage of students who actively consume course materials from beginning to the end. The current study sought to investigate this trend by examining the factors that influence MOOC adoption and use by students in selected Ghanaian universities. The Unified Theory of Acceptance and Use of Technology (UTAUT) was extended to develop a research model. A survey was conducted with 270 questionnaires administered to students who had been assigned MOOCs; 204 questionnaires were retrieved for analysis. Findings of the study show that MOOC usage intention is influenced by computer self-efficacy, performance expectancy, and system quality. Results also showed that MOOC usage is influenced by facilitating conditions, instructional quality, and MOOC usage intention. Social influence and effort expectancy were found not to have a significant influence on MOOC usage intention. The authors conclude that universities must have structures and resources in place to promote the use of MOOCs by students. Computer skills training should also be part of the educational curriculum at all levels. MOOC designers must ensure that the MOOCs have good instructional quality by using the right pedagogical approaches and also ensure that the sites and learning materials are of good quality. View Full-Text
Keywords: e-learning; technology adoption; MOOC; UTAUT e-learning; technology adoption; MOOC; UTAUT
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Fianu, E.; Blewett, C.; Ampong, G.O.A.; Ofori, K.S. Factors Affecting MOOC Usage by Students in Selected Ghanaian Universities. Educ. Sci. 2018, 8, 70.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top