Investigating Teachers' Adoption of MOOCs: The Perspective of UTAUT2

Autor/inn/en	Tseng, Timmy H.; Lin, Shinjeng; Wang, Yi-Shun; Liu, Hui-Xuan
Titel	Investigating Teachers' Adoption of MOOCs: The Perspective of UTAUT2
Quelle	In: Interactive Learning Environments, 30 (2022) 4, S.635-650 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yi-Shun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1674888
Schlagwörter	MOOCs; Online Courses; Technology Integration; Teacher Attitudes; College Faculty; Cost Effectiveness; Motivation; Foreign Countries; Educational Technology; Technology Uses in Education; Performance; Expectation; Influences; Taiwan + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrerverhalten; Fakultät; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; psychologische; Motivation (psychologisch); Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement; Leistung; Expectancy; Erwartung; Influence; Einfluss; Einflussfaktor
Abstract	The number of the massive open online courses (MOOCs) around the globe is on the rise. Despite the popularity of MOOCs, they have received less attention from faculty members around the globe compared to other less-traditional and digital education models. MOOCs can be challenging for teachers to use. As such, understanding how to facilitate teachers' adoption of MOOCs is very important to better promote their use. The aim of this research paper is to investigate the drivers of teachers' acceptance and use of MOOCs from the perspective of the extended unified theory of acceptance and use of technology (UTAUT2). An online survey was used to collect responses from university faculty in Taiwan. Partial least squares structural equation modeling (PLS-SEM) was utilized for data analysis. The findings reveal that performance expectancy, social influence, facilitating conditions, and price value facilitated teachers' behavioral intention to adopt MOOCs. Furthermore, facilitating conditions and behavioral intention determined teachers' adoption of MOOCs. However, effort expectancy and hedonic motivation failed to drive teachers' adoption of MOOCs. Based on the findings, several important theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01