Antecedents of Adult Students’ Behavioral Intention and Usage Behavior of Massive Open Online Courses in Chongqing, China
DOI:
https://doi.org/10.14456/shserj.2024.55Keywords:
Massive Open Online Courses, Performance Expectation, Perceived Usefulness, Behavioral intention, Usage behaviorAbstract
Purpose: This study aims to investigate the factors influencing the behavioral intention and usage behavior of Massive Open Online Courses (MOOCs) among adult students in higher education. The proposed conceptual framework includes variables such as perceived usefulness, perceived ease of use, subjective norms, performance expectation, intrinsic motivation, behavioral intention, and usage behavior. Research design, data, and methodology: The researcher employed a quantitative method, distributing questionnaires to a sample of 500 adult students in higher education in Chongqing. The study utilized purposive, stratified random, and convenience sampling techniques for both online and offline data collection. The collected data were analyzed using structural equation modeling and confirmatory factor analysis to derive meaningful insights. Results: The findings indicate that perceived usefulness, perceived ease of use, subjective norms, performance expectation, and intrinsic motivation significantly influence behavioral intention, with performance expectation having the strongest impact and perceived ease of use having the weakest impact. Furthermore, behavioral intention was found to significantly impact usage behavior. Conclusions: The study confirmed six hypotheses aligned with the research objectives. As a result, it is recommended that colleges and universities focus on enhancing adult students' performance expectations in MOOC teaching to achieve better educational outcomes.
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