Adoption of massive open online courses (MOOCs) for blended learning: the Indian educators' perspective

Though e-learning and learner's perspective have been researched a lot by researchers, there is a real dearth of quality empirical research studies on adoption of massive open online courses (MOOCs) from teachers' perspective in general and in Indian scenario in particular. In addition to...

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Published in:Interactive learning environments 2023-02, Vol.31 (2), p.1060-1076
Main Authors: Virani, Shreya Rustum, Saini, Jatinderkumar R., Sharma, Sarika
Format: Article
Language:English
Subjects:
Adoption (Ideas)
Blended Learning
College Faculty
Data analysis
Distance learning
Educational Technology
Empirical analysis
Factor analysis
Foreign Countries
higher education
Intention
Learning
MOOC
MOOCs
Multivariate statistical analysis
Online Courses
Online instruction
Reliability analysis
Reliability aspects
Social Influences
Structural equation modeling
structural equation modelling (SEM)
Teacher Attitudes
Teachers
Technology Acceptance Model
technology acceptance model (TAM)
Technology utilization
Value Judgment
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Summary:Though e-learning and learner's perspective have been researched a lot by researchers, there is a real dearth of quality empirical research studies on adoption of massive open online courses (MOOCs) from teachers' perspective in general and in Indian scenario in particular. In addition to accomplishing these, the presented research is also unique as it deploys technology acceptance model for Indian educators' perspective for the first time. Towards this end, the paper presents the development of seven hypotheses, their compilation in the proposed conceptual model followed by its testing with model-fit indices. Technically, two-step data analysis with confirmatory factor analysis, path analysis with structural equation modelling and reliability analysis with Cronbach's alpha (CA) have been carried out. This is the first formal attempt to statistically investigate and validate the determinants of teachers' acceptance and use of MOOCs. Specifically, the influence of social context, perceived usefulness, perceived ease of use and content quality on the teacher's intentions of adopting MOOCs have been examined. The role of mediating factors and the possibility of a teacher's intention to adopt MOOCs in the near future are also analysed in depth.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2020.1817760