A Study on The Influencing Factors of Students’ Behavioral Intention and Usage Behavior of Massive Open Online Courses in Dazhou, China
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Purpose: Massive Open Online Courses (MOOCs) play an important role in adult higher education. This study aims to explore the factors that influence the students’ behavior intention and usage behavior of Massive Open Online Courses (MOOCs). The proposed conceptual framework includes perceived usefulness, perceived ease of use, subjective norms, performance expectation, intrinsic motivation, behavioral intention, and user behavior. Research design, data, and methodology: Using a quantitative method (n=500), questionnaires were distributed to adult students in higher education in Dazhou City. The study employed purposive, stratified random and convenience sampling to distribute online and offline questionnaire for the data collection. Structural equation modeling and confirmatory factor analysis were used for to analyze the data and interpret the results. Results: The results show that perceived usefulness, perceived ease of use, subjective norm, performance expectation, and intrinsic motivation have significant influence on behavioral intention, in which performance expectation has the strongest impact and perceived ease of use has the weakest impact. Additionally, behavioral intention significantly influences usage behavior. Conclusions: Six hypotheses were proved to be consistent with the research objectives. Therefore, it is suggested that colleges and universities enhance the performance expectation of adult students in MOOCs teaching to obtain better teaching results.
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