Massive Open Online Course (MOOCs) Acceptance: The Role of Task-Technology Fit (TTF) for Higher Education Sustainability

Sustainability

Ibrahim Youssef Alyoussef¹ 

[1] Education Technology Department, Faculty of Education, King Faisal University, Al Ahsa 31982, Saudi Arabia;

关键词: MOOCs;    TAM;    TTF;    sustainability in higher education;   

DOI  :  10.3390/su13137374

来源: DOAJ

【 摘 要 】

The aim of the present study was to narrow the gap in the literature on the adoption of massive open online courses (MOOCs) and the role of task-technology fit (TTF), which influences student satisfaction, academic performance, and the long-term viability (sustainability) of MOOCs in higher education. While researchers have examined MOOC acceptance in a variety of contexts, the role of TTF as a mediating variable in evaluating education sustainability has not been explored using the technology acceptance model (TAM). As a result, the aim of this study was to create a new paradigm by combining two theories: TTF and TAM. Therefore, this study surveyed 277 university students from public universities using the structural equation modeling (SEM) approach to learn about their perceptions toward MOOCs as a method of achieving higher education sustainability. According to the findings, perceived ease of use had a positive impact on perceived enjoyment, perceived usefulness, and social influence, which in turn had a positive impact on task-technology fit and MOOCs use as a method of sustainability in higher education. Task-technology fit also had a positive impact on MOOC use as a method of sustainability. Finally, the role of task-technology fit and MOOCs in educational sustainability had a positive effect on students satisfaction and academic performance. As a result, the use of MOOCs in learning processes should be encouraged in higher education institutions to ensure their long-term viability (sustainability).

【 授权许可】

Unknown