2019/10/14 by Timmy H. Tseng, Shin‐jeng Lin, Shinjeng Lin +4 · 218 citations
Computer Science · Decision Sciences · Psychology · Social Sciences · #Computer science #Educational technology #Expectancy theory #Globe #Mathematics education #Online Learning and Analytics #Perspective (graphical) #Popularity #Psychology #Social influence #Social psychology #Structural equation modeling #Technology Adoption and User Behaviour #Technology-Enhanced Education Studies #Unified theory of acceptance and use of technology #Value (mathematics)
paper · pdf · doi:10.1080/10494820.2019.1674888
published in Interactive Learning Environments 30(4), 635-650 (Taylor & Francis)
openalex publication_date 2019/10/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
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.