Explaining Postgraduates’ Behavior on The Use of Massive Open Online Courses in Sichuan, China
DOI:
https://doi.org/10.14456/shserj.2024.34Keywords:
MOOCs, Attitude, Behavioral Intention, Subjective Norm, BehaviorAbstract
Purpose: Massive Open Online Courses (MOOC) learning has been remarkably adopted due to COVID-19 in China. Thus, this study aims to examine the factor impacting of behavioral intention and behavior of postgraduates in their use of MOOCs in Sichuan. The key constructs are self-efficacy, perceived usefulness, perceived ease of use, attitude, behavioral intention, subjective norm, and behavior. Research design, data, and methodology: This study applied a quantitative approach to distributing questionnaires to 500 postgraduates using MOOCs at Sichuan University. The sampling techniques are judgmental, convenience, and snowball sampling. The content validity was verified by the item-objective congruence (IOC) index, and the reliability test was employed by Cronbach alpha through a pilot test (n=50). In addition, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were analyzed. Results: Self-efficacy has a significant impact on perceived usefulness and perceived ease of use. Perceived usefulness and perceived ease of use significantly impact attitude. Attitude and subjective norms significantly impact behavioral intention toward behavior. On the contrary, this study found a non-supported relationship between perceived usefulness and perceived ease of use. Conclusions: Educators should seek ways to improve students’ motivations and MOOCs’ system to be more efficient, considering key factors impacting the use behavior.
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