Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory

Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model

“…Although UTAUT is recognized to be well‐meaning and thoughtful, it has been criticized for showing bias across different contexts (Negahban & Chung, ; Teo, ), and still leaving out important variables (Bagozzi, ). Therefore, the UTAUT framework has also been modified and employed to examine the user acceptance of a variety of technologies among various user groups, and still has been widely used as a theoretical lens in empirical studies on users’ technology adoptions (Chopdar, Korfiatis, Sivakumar, & Lytras, ; Khan et al ., ; Lee, Kim, & Wang, ; Shaw, Ellis, & Ziegler, ).…”

“…Facilitation condition is defined as the degree to which a user believes that support exists for his/ her use of a technology (Venkatesh et al, 2003). Instructors' perceived existence of the institutional and technical facilitations strongly predicted their adoption decisions of technological innovations (Chopdar et al, 2018;Khan et al, 2018). The institutional and technical facilitations include the institutional policies and the superior requirements, institutional funding support, Internet access and Internet connection speed, equipment in the classroom, access to digital resources and tools, technical support provided by the institution, and training workshops and other support services (Long, Logan, & Cummins, 2016;Long et al, 2017;Baylor & Ritchie, 2002;El-Masri & Tarhini, 2017).…”

“…Technology self-efficacy is an instructor's belief that s/he can use the instructional technology to improve students' learning experiences (Compeau & Higgins, 1995). Previous studies identified technology self-efficacy as a factor that significantly influenced an instructor's decision to integrate technologies into his/her classrooms (Khan et al, 2018;Shaw et al, 2018). Internet-based, multimedia, and mobile technologies, were typically and widely used in the flipped classroom courses to enhance students' pre-class self-directed subject matter knowledge learning and inclass practices (Long et al, 2016;Brame, 2013;Lee, Lim et al, 2017;Lopes & Soares, 2018).…”

“…Fourth section contains 10 items that were used to identify the participants' adoption decisions of the flipped classroom. Items in third and Vol 50 No 4 2019 fourth sections were adapted from recognized studies and were modified to fit the context of this study (Aldunate & Nussbaum, 2013;Chopdar et al, 2018;Khan et al, 2018;Lee, Lim et al, 2017;Shaw et al, 2018;Venkatesh et al, 2003). A five-point Likert scale was used as the measurement scale for all questions in third and fourth sections as following: "Strongly Disagree," "Disagree," "Neutral," "Agree," to "Strongly Agree.…”

An application of AHP for students’ perspectives on adopting MOOCs

“…Considering the growing potential of MOOCs in developing countries, it is imperative to find out the key factors which students may consider while deciding to choose MOOCs. Though few studies in the past have focused on adoption of MOOCs in developing countries like China (Ma & Lee, 2019), Pakistan (Khan et al, 2018) and Jordan (Abu-Shanab & Musleh, 2018), however studies considering the Indian context are lacking. Hence the present study attempts to find the relative importance of factors that influence Indian students' decisions to learn through MOOCs.…”