Examining User Acceptance of MOOCs: The Role of Openness, Task Technology Fit, and Self-Efficacy

Abstract

This study has purpose to understand the main psychological processes in technology acceptance of massive open online courses (MOOCs). We proposed extending expectation confirmation model (ECM) model with openness, task technology fit, and self-efficacy. A sample of 210 high school and university students participated as respondents in this study. After the sample data passed the validity and reliability checking, the research hypotheses were examined with correlation analysis to prove the relationship among variables and causal effect analysis using structural equation analysis (SEM) to prove the causal effect among the variables. The results revealed that: openness and task technology fit have significantly direct effect on perceived usefulness and then on continue intention to use MOOCs; self-efficacy and task technology fit have significantly direct effect on satisfaction and then on continue intention; and the last, task technology fit has significantly direct effect on confirmation and then on perceived usefulness and satisfaction. This significantly factors of the study can contribute to people who interest on the development of MOOCs leaning model through keeping the factors to gain continue intention to use MOOCs.