A Model of Motivational and Technological Factors Influencing Massive Open Online Courses’ Continuous Intention to Use
Abstract
:1. Introduction
2. Literature Review
2.1. Theoretical Foundation
2.2. Hypotheses
2.3. Perceived Ease of Use
2.4. Perceived Usefulness
2.5. Individual–Technology Fit
2.6. TTF
2.7. Openness (Cast Advantage)
2.8. Reputation
2.9. Social Recognition
2.10. Social Influence
2.11. Arab Language Support
2.12. MOOCs’ Accreditation
3. Methodology
3.1. Data Collection
3.2. Measurement and Scales
3.3. Data Analysis Method
3.4. Data Analysis
3.4.1. Demographic Characteristics
3.4.2. Validity and Reliability
3.5. Path Analysis
3.6. Mediating Effects
4. Discussion
4.1. Relationship between TTF and TAM
4.2. MOOCs’ Features
4.3. Social Factors
4.4. Context Factors
4.5. Indirect Effect
5. Implications
5.1. Theoretical Contribution
5.2. Practical Contribution
5.3. Limitations and Future Research
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Gender | N | % |
---|---|---|
Female | 58 | 18.5 |
Male | 257 | 81.5 |
Total | 315 | 100 |
School | ||
School of Business and Quality Management | 141 | 45 |
School of Health and Environment Studies | 74 | 23 |
School of E-education | 100 | 32 |
Total | 315 | 100 |
Experience | ||
Less than 1 year | 85 | 27 |
1–2 years | 141 | 45 |
2–3 years | 89 | 28 |
Total | 315 | 100 |
Type of MOOCs | ||
xMOOCs | 87 | 28 |
cMOOCs | 49 | 15 |
Both | 179 | 57 |
Total | 315 | 100 |
Construct | Mean | SD | CA | CR | AVE |
---|---|---|---|---|---|
ALS | 4.603 | 1.825 | 0.676 | 0.822 | 0.607 |
ATU | 4.935 | 1.736 | 0.778 | 0.858 | 0.604 |
CCA | 4.689 | 1.79 | 0.753 | 0.835 | 0.504 |
CIUU | 4.904 | 1.749 | 0.806 | 0.865 | 0.562 |
ITF | 4.713 | 1.7704 | 0.895 | 0.922 | 0.704 |
OP | 4.825 | 1.758 | 0.785 | 0.874 | 0.699 |
PEU | 4.874 | 1.699 | 0.887 | 0.917 | 0.689 |
PR | 4.653 | 1.784 | 0.888 | 0.918 | 0.691 |
SI | 4.535 | 1.7915 | 0.894 | 0.926 | 0.758 |
SR | 4.943 | 1.722 | 0.746 | 0.854 | 0.661 |
TTF | 4.748 | 1.71 | 0.845 | 0.906 | 0.762 |
UUL | 5.039 | 1.6915 | 0.908 | 0.929 | 0.686 |
ALS | ATU | CCA | CIUU | ITF | OP | PEU | PR | SI | SR | TTF | UUL | |
---|---|---|---|---|---|---|---|---|---|---|---|---|
ALS | 0.779 | |||||||||||
ATU | 0.347 | 0.777 | ||||||||||
CCA | 0.387 | 0.577 | 0.71 | |||||||||
CIUU | 0.401 | 0.673 | 0.628 | 0.75 | ||||||||
ITF | 0.251 | 0.417 | 0.256 | 0.403 | 0.839 | |||||||
OP | 0.391 | 0.472 | 0.413 | 0.425 | 0.406 | 0.836 | ||||||
PEU | 0.365 | 0.534 | 0.372 | 0.536 | 0.487 | 0.47 | 0.83 | |||||
PR | 0.233 | 0.394 | 0.237 | 0.325 | 0.435 | 0.338 | 0.298 | 0.831 | ||||
SI | 0.353 | 0.584 | 0.385 | 0.456 | 0.492 | 0.388 | 0.414 | 0.502 | 0.871 | |||
SR | 0.43 | 0.331 | 0.304 | 0.354 | 0.458 | 0.494 | 0.461 | 0.202 | 0.274 | 0.813 | ||
TTF | 0.336 | 0.489 | 0.34 | 0.416 | 0.712 | 0.412 | 0.482 | 0.461 | 0.518 | 0.48 | 0.873 | |
UUL | 0.343 | 0.644 | 0.444 | 0.583 | 0.621 | 0.555 | 0.711 | 0.473 | 0.604 | 0.516 | 0.636 | 0.828 |
ALS | ATU | CCA | CIUU | ITF | OP | PEU | PR | SI | SR | TTF | UUL | |
---|---|---|---|---|---|---|---|---|---|---|---|---|
MOOCs are provided in the Arabic language | 0.836 | 0.246 | 0.299 | 0.269 | 0.227 | 0.338 | 0.349 | 0.228 | 0.252 | 0.302 | 0.289 | 0.27 |
Many internet sources of information are in Arabic. | 0.791 | 0.336 | 0.408 | 0.321 | 0.188 | 0.367 | 0.262 | 0.178 | 0.356 | 0.441 | 0.278 | 0.28 |
Access to the verity of information in the Arabic language. | 0.705 | 0.231 | 0.191 | 0.364 | 0.167 | 0.195 | 0.231 | 0.128 | 0.218 | 0.265 | 0.213 | 0.254 |
MOOCs, in my opinion, are a good idea. | 0.292 | 0.775 | 0.412 | 0.502 | 0.279 | 0.318 | 0.384 | 0.317 | 0.511 | 0.19 | 0.366 | 0.412 |
MOOCs, in my opinion, are beneficial. | 0.342 | 0.824 | 0.517 | 0.524 | 0.346 | 0.407 | 0.441 | 0.221 | 0.436 | 0.322 | 0.435 | 0.523 |
In MOOCs, I actively participate in a variety of sorts of debates and reviews. | 0.219 | 0.675 | 0.473 | 0.535 | 0.259 | 0.314 | 0.396 | 0.426 | 0.402 | 0.255 | 0.289 | 0.506 |
I am satisfied with using MOOCs. | 0.224 | 0.826 | 0.387 | 0.526 | 0.405 | 0.419 | 0.433 | 0.263 | 0.465 | 0.256 | 0.424 | 0.553 |
MOOCs offer us a flexible schedule to finish our course. | 0.198 | 0.394 | 0.685 | 0.449 | 0.163 | 0.33 | 0.263 | 0.163 | 0.254 | 0.125 | 0.201 | 0.299 |
I can easily transform MOOCs’ credit. | 0.406 | 0.447 | 0.753 | 0.455 | 0.187 | 0.288 | 0.285 | 0.112 | 0.288 | 0.2 | 0.276 | 0.336 |
MOOCs’ programmes are certified and accredited in my university. | 0.283 | 0.426 | 0.758 | 0.441 | 0.207 | 0.28 | 0.303 | 0.059 | 0.222 | 0.233 | 0.292 | 0.32 |
MOOCs are beneficial for professional development, which is essential for job placement. | 0.228 | 0.455 | 0.747 | 0.487 | 0.167 | 0.291 | 0.278 | 0.283 | 0.331 | 0.236 | 0.239 | 0.377 |
MOOCs provided us a statement of accomplishment when we finished our study. | 0.268 | 0.298 | 0.595 | 0.394 | 0.199 | 0.294 | 0.17 | 0.239 | 0.275 | 0.321 | 0.188 | 0.214 |
In the future, I plan to continue using MOOCs. | 0.325 | 0.547 | 0.425 | 0.741 | 0.316 | 0.323 | 0.42 | 0.224 | 0.255 | 0.272 | 0.358 | 0.424 |
I will insist on using MOOCs to study the courses I registered. | 0.361 | 0.401 | 0.455 | 0.75 | 0.279 | 0.315 | 0.327 | 0.205 | 0.312 | 0.317 | 0.326 | 0.395 |
Rather than adopting any other method, I intend to continue using the MOOCs system. | 0.334 | 0.487 | 0.493 | 0.719 | 0.298 | 0.293 | 0.408 | 0.198 | 0.28 | 0.282 | 0.336 | 0.417 |
In the future, I plan to use the MOOCs system regularly. | 0.268 | 0.58 | 0.544 | 0.812 | 0.371 | 0.402 | 0.484 | 0.242 | 0.44 | 0.309 | 0.343 | 0.53 |
I would recommend the use of MOOCs to others. | 0.23 | 0.479 | 0.428 | 0.724 | 0.228 | 0.243 | 0.345 | 0.354 | 0.41 | 0.143 | 0.189 | 0.401 |
I am capable of completing MOOCs courses on my own and consciously. | 0.216 | 0.334 | 0.173 | 0.33 | 0.856 | 0.354 | 0.401 | 0.357 | 0.39 | 0.345 | 0.551 | 0.488 |
MOOCs’ features are sufficient to complete my study. | 0.207 | 0.282 | 0.248 | 0.305 | 0.84 | 0.354 | 0.363 | 0.346 | 0.34 | 0.388 | 0.549 | 0.495 |
MOOCs’ system fits well with the way to enhance my learning. | 0.215 | 0.42 | 0.247 | 0.355 | 0.821 | 0.321 | 0.428 | 0.352 | 0.464 | 0.352 | 0.652 | 0.573 |
I strive to obtain accolades for great MOOC performance. | 0.214 | 0.379 | 0.219 | 0.368 | 0.853 | 0.364 | 0.473 | 0.386 | 0.41 | 0.442 | 0.598 | 0.544 |
MOOCs’ system fits well with the way I like to strengthen my learning skills. | 0.201 | 0.319 | 0.181 | 0.325 | 0.825 | 0.307 | 0.364 | 0.384 | 0.453 | 0.391 | 0.629 | 0.495 |
I am free to enrol in any course with no prerequisites. | 0.264 | 0.327 | 0.308 | 0.323 | 0.307 | 0.826 | 0.395 | 0.331 | 0.297 | 0.38 | 0.337 | 0.442 |
I have permission to access and use the course materials and resources. | 0.32 | 0.436 | 0.418 | 0.382 | 0.334 | 0.826 | 0.371 | 0.202 | 0.348 | 0.437 | 0.38 | 0.449 |
I will be able to apply the course materials to my work. | 0.39 | 0.418 | 0.314 | 0.36 | 0.374 | 0.856 | 0.411 | 0.312 | 0.329 | 0.423 | 0.32 | 0.499 |
It is easy to learn how to use MOOCs. | 0.289 | 0.406 | 0.286 | 0.412 | 0.376 | 0.369 | 0.814 | 0.284 | 0.313 | 0.346 | 0.37 | 0.596 |
It is easy to master the use of MOOCs. | 0.36 | 0.446 | 0.304 | 0.459 | 0.407 | 0.422 | 0.834 | 0.215 | 0.393 | 0.43 | 0.381 | 0.605 |
I felt free to ask questions throughout this course. | 0.3 | 0.469 | 0.348 | 0.461 | 0.416 | 0.378 | 0.85 | 0.267 | 0.336 | 0.401 | 0.425 | 0.599 |
The instructor responded to my questions in a timely manner. | 0.262 | 0.469 | 0.292 | 0.44 | 0.473 | 0.363 | 0.816 | 0.269 | 0.36 | 0.367 | 0.471 | 0.554 |
Using MOOCs leads to easy access to resources from anywhere and at any time. | 0.302 | 0.423 | 0.311 | 0.45 | 0.346 | 0.415 | 0.834 | 0.203 | 0.313 | 0.367 | 0.349 | 0.597 |
The MOOC platform has a good reputation and offers courses that I am interested in. | 0.191 | 0.336 | 0.22 | 0.225 | 0.35 | 0.327 | 0.224 | 0.828 | 0.413 | 0.186 | 0.382 | 0.38 |
MOOCs’ partners in our university have a good reputation. | 0.177 | 0.332 | 0.203 | 0.307 | 0.351 | 0.218 | 0.226 | 0.839 | 0.374 | 0.114 | 0.356 | 0.382 |
It is easy to interact with professors and lecturers through MOOCs. | 0.184 | 0.276 | 0.147 | 0.241 | 0.33 | 0.25 | 0.251 | 0.833 | 0.382 | 0.128 | 0.346 | 0.367 |
MOOCs’ courses have high standards in voice and image. | 0.196 | 0.362 | 0.201 | 0.272 | 0.418 | 0.339 | 0.281 | 0.809 | 0.48 | 0.206 | 0.438 | 0.436 |
MOOCs platform offers courses of excellent quality. | 0.217 | 0.322 | 0.211 | 0.304 | 0.35 | 0.263 | 0.251 | 0.845 | 0.427 | 0.196 | 0.384 | 0.392 |
The opinions of other participants concerning MOOCs motivate me to use them. | 0.271 | 0.455 | 0.29 | 0.352 | 0.401 | 0.322 | 0.323 | 0.415 | 0.838 | 0.175 | 0.374 | 0.501 |
The opinions of other participants about MOOCs have an impact on my capacity to use them. | 0.28 | 0.511 | 0.348 | 0.392 | 0.442 | 0.349 | 0.385 | 0.429 | 0.858 | 0.273 | 0.437 | 0.534 |
MOOC credentials must be verified by colleges. | 0.359 | 0.47 | 0.316 | 0.389 | 0.443 | 0.301 | 0.372 | 0.47 | 0.887 | 0.267 | 0.486 | 0.511 |
The belief of other participants toward MOOCs influences my decision to use them. | 0.318 | 0.587 | 0.381 | 0.448 | 0.428 | 0.374 | 0.362 | 0.437 | 0.899 | 0.236 | 0.499 | 0.555 |
It is imperative for employers to adopt MOOCs as on-the-job training. | 0.301 | 0.226 | 0.204 | 0.256 | 0.384 | 0.406 | 0.37 | 0.156 | 0.215 | 0.836 | 0.363 | 0.418 |
It is important for MOOCs’ quality to be appreciated and accepted by others. | 0.393 | 0.262 | 0.289 | 0.224 | 0.392 | 0.388 | 0.365 | 0.193 | 0.21 | 0.775 | 0.383 | 0.346 |
It i essential that MOOC credentials are verified by colleges. | 0.364 | 0.314 | 0.256 | 0.363 | 0.35 | 0.41 | 0.389 | 0.151 | 0.24 | 0.827 | 0.423 | 0.476 |
MOOCs are appropriate for my educational needs. | 0.267 | 0.369 | 0.234 | 0.296 | 0.597 | 0.316 | 0.368 | 0.393 | 0.35 | 0.391 | 0.848 | 0.46 |
Using MOOCs fits with my educational practice. | 0.341 | 0.471 | 0.37 | 0.397 | 0.656 | 0.434 | 0.441 | 0.393 | 0.47 | 0.446 | 0.906 | 0.563 |
It i easy to figure out which tool to utilise in MOOCs. | 0.269 | 0.431 | 0.276 | 0.384 | 0.61 | 0.325 | 0.444 | 0.421 | 0.515 | 0.418 | 0.864 | 0.622 |
MOOCs are ideal for assisting me in completing online courses. | 0.328 | 0.552 | 0.394 | 0.485 | 0.477 | 0.447 | 0.63 | 0.345 | 0.493 | 0.437 | 0.555 | 0.832 |
MOOCs make it easy to convert learning content into specific learning objects (knowledge and/or skill). | 0.262 | 0.549 | 0.352 | 0.495 | 0.529 | 0.442 | 0.583 | 0.388 | 0.503 | 0.397 | 0.542 | 0.873 |
Learning in MOOCs is easier than learning in face-to-face classes. | 0.304 | 0.57 | 0.42 | 0.513 | 0.545 | 0.51 | 0.637 | 0.413 | 0.551 | 0.437 | 0.52 | 0.838 |
Using MOOCs would enable me to accomplish tasks more effectively. | 0.214 | 0.521 | 0.35 | 0.504 | 0.525 | 0.447 | 0.578 | 0.46 | 0.519 | 0.389 | 0.496 | 0.812 |
Using MOOCs would enhance my effectiveness in learning. | 0.31 | 0.471 | 0.343 | 0.448 | 0.492 | 0.462 | 0.543 | 0.35 | 0.497 | 0.467 | 0.531 | 0.809 |
I would recommend this course to friends/colleagues. | 0.288 | 0.533 | 0.343 | 0.448 | 0.519 | 0.451 | 0.557 | 0.392 | 0.435 | 0.44 | 0.518 | 0.805 |
Path | Path Coefficient | S.E | t-Value | p-Value |
---|---|---|---|---|
PEU→UUL | 0.381 | 0.053 | 7.195 | 0.000 |
PEU→ATU | 0.163 | 0.067 | 2.422 | 0.015 |
UUL→ATU | 0.340 | 0.075 | 4.553 | 0.000 |
UUL→CIUU | 0.256 | 0.075 | 3.422 | 0.001 |
ATU→CIUU | 0.508 | 0.067 | 7.622 | 0.000 |
ITF→UUL | 0.091 | 0.094 | 1.613 | 0.067 |
ITF→PEU | 0.232 | 0.065 | 3.589 | 0.000 |
TTF→UUL | 0.128 | 0.059 | 2.171 | 0.030 |
TTF→PEU | 0.162 | 0.069 | 2.350 | 0.019 |
OP→UUL | −0.084 | 0.087 | 1.421 | 0.072 |
OP→PEU | 0.248 | 0.061 | 4.088 | 0.000 |
PR→UUL | 0.089 | 0.039 | 2.276 | 0.023 |
SR→UUL | 0.108 | 0.045 | 2.399 | 0.016 |
SI→UUL | 0.205 | 0.050 | 4.067 | 0.000 |
SI→ATU | 0.311 | 0.052 | 5.947 | 0.000 |
ALS→PEU | 0.155 | 0.053 | 2.933 | 0.003 |
ALS→UUL | −0.083 | 0.037 | 1.753 | 0.066 |
CCA→UUL | 0.083 | 0.039 | 2.160 | 0.031 |
Path | Path Coefficient | 2.50% | 97.50% | t-Statistics | p-Values | Decision |
---|---|---|---|---|---|---|
PEU→UUL→ATU | 0.386 | 0.288 | 0.49 | 7.45 | 0.000 | Accepted |
UUL→ATU→CIUU | 0.330 | 0.236 | 0.432 | 6.545 | 0.000 | Accepted |
ITF→PEU→UUL | 0.252 | 0.162 | 0.340 | 5.548 | 0.000 | Accepted |
TTF→PEU→UUL | 0.254 | 0.182 | 0.338 | 6.374 | 0.001 | Accepted |
OP→PEU→UUL | 0.231 | 0.242 | 0.421 | 4.98 | 0.002 | Accepted |
SI→UUL→ATU | 0.278 | 0.203 | 0.36 | 6.931 | 0.000 | Accepted |
ALS→PEU→UUL | 0.221 | 0.245 | 0.446 | 3.91 | 0.004 | Accepted |
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Al-shami, S.A.; Aldahmani, S.; Kamalrudin, M.; Al-Kumaim, N.H.; Al Mamun, A.; Al-shami, M.; Jaber, M.M. A Model of Motivational and Technological Factors Influencing Massive Open Online Courses’ Continuous Intention to Use. Sustainability 2022, 14, 9279. https://doi.org/10.3390/su14159279
Al-shami SA, Aldahmani S, Kamalrudin M, Al-Kumaim NH, Al Mamun A, Al-shami M, Jaber MM. A Model of Motivational and Technological Factors Influencing Massive Open Online Courses’ Continuous Intention to Use. Sustainability. 2022; 14(15):9279. https://doi.org/10.3390/su14159279
Chicago/Turabian StyleAl-shami, Samer Ali, Salem Aldahmani, Massila Kamalrudin, Nabil Hasan Al-Kumaim, Abdullah Al Mamun, Mohammed Al-shami, and Mustafa Musa Jaber. 2022. "A Model of Motivational and Technological Factors Influencing Massive Open Online Courses’ Continuous Intention to Use" Sustainability 14, no. 15: 9279. https://doi.org/10.3390/su14159279