Study of Factors Influencing the Adoption of Massive Open Online Courses

Abstract

The research objective of this study is to examine the factors influencing newlineadoption of Massive Open Online Courses (MOOC). Based on literature review, newlinea Unified Theory of Acceptance and Use of Technology (UTAUT) model was newlineextended with additional four constructs viz. flow experience, MOOC newlinesatisfaction, network externalities and information quality. The model was newlinefurther extended to include four antecedents of flow experience viz. newlinetelepresence, interactive speed, challenge, and skill. This model and the newlineassociated hypotheses were tested with sequential explanatory mixed method newlinedesign wherein qualitative analysis is used to assist in explaining and newlineinterpreting the findings of a primarily quantitative study. In the quantitative newlinestudy, an online survey questionnaire was used to collect data from individuals, newlinewho would have experienced MOOC. After cleansing of the survey response, newline310 responses were obtained. These responses were analysed using Partial Least newlineSquare Structural Equation Modelling (PLS-SEM) method. The results revealed newlinethat performance expectancy, effort expectancy, facilitating conditions, MOOC newlinesatisfaction, and network externalities directly influenced the behavioural newlineintention to use MOOC. The flow experience and information quality newlineinfluenced the behavioural intention via MOOC satisfaction. Telepresence, newlineskill, and challenge were found to be the antecedence of flow experience in the newlinecontext of MOOC adoption. In the qualitative study, 10 MOOC users were newlineinterviewed. The analysis of the qualitative data helped explain the findings of newlinethe quantitative study.As the primary theoretical contribution, the study provided a comprehensive newlinemodel to explain MOOC adoption. It validated UTAUT in the context of newlineMOOC adoption. It identified flow experience and information quality as newlineindirect determinants of behavioural intention with the mediating role of MOOC newlinesatisfaction. It further identified network externalities as a determinant of behavioural intention.