Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are...

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Autores principales:	Hsi-Hsun Yang, Chung-Ho Su
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	MOOCs practice-oriented course technology acceptance model theory of planned behavior C-TAM-TPB 2D animation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2a25d5eea2b446c5a4cd807192cae6eb
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spelling	oai:doaj.org-article:2a25d5eea2b446c5a4cd807192cae6eb2021-12-02T17:15:37ZLearner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB10.19173/irrodl.v18i5.29911492-3831https://doaj.org/article/2a25d5eea2b446c5a4cd807192cae6eb2017-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2991https://doaj.org/toc/1492-3831Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour. The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. Results show: (a) attitude exerted the greatest influence on learners’ behavioural intention; (b) learners’ perceived behaviour control, subjective norm, and attitude, which directly and positively influence their behavioural intention; (c) behavioural intention exhibited dual mediation effects; (d) behavioural intention positively influenced actual behaviour in the C-TAM-TPB model, with a high level of overall model fit. Hsi-Hsun YangChung-Ho SuAthabasca University PressarticleMOOCspractice-oriented coursetechnology acceptance modeltheory of planned behaviorC-TAM-TPB2D animationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 5 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs practice-oriented course technology acceptance model theory of planned behavior C-TAM-TPB 2D animation Special aspects of education LC8-6691
spellingShingle	MOOCs practice-oriented course technology acceptance model theory of planned behavior C-TAM-TPB 2D animation Special aspects of education LC8-6691 Hsi-Hsun Yang Chung-Ho Su Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB
description	Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour. The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. Results show: (a) attitude exerted the greatest influence on learners’ behavioural intention; (b) learners’ perceived behaviour control, subjective norm, and attitude, which directly and positively influence their behavioural intention; (c) behavioural intention exhibited dual mediation effects; (d) behavioural intention positively influenced actual behaviour in the C-TAM-TPB model, with a high level of overall model fit.
format	article
author	Hsi-Hsun Yang Chung-Ho Su
author_facet	Hsi-Hsun Yang Chung-Ho Su
author_sort	Hsi-Hsun Yang
title	Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB
title_short	Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB
title_full	Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB
title_fullStr	Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB
title_full_unstemmed	Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB
title_sort	learner behaviour in a mooc practice-oriented course: in empirical study integrating tam and tpb
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/2a25d5eea2b446c5a4cd807192cae6eb
work_keys_str_mv	AT hsihsunyang learnerbehaviourinamoocpracticeorientedcourseinempiricalstudyintegratingtamandtpb AT chunghosu learnerbehaviourinamoocpracticeorientedcourseinempiricalstudyintegratingtamandtpb
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Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

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