Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders
This triangulation mixed methods study employed the Technology Acceptance Model (TAM) to investigate the factors affecting continuance intention toward Coursera MOOCs blended learning (CMBL) with undergraduate students at a Vietnamese private higher education institution (HEI). IBM AMOS version 24 w...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-10-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231197997 |
| _version_ | 1797665718150365184 |
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| author | Nguyen Thi Thao Ho Muhammad Ridhuan Tony Lim Abdullah Hairuzila Bt Idrus Subarna Sivapalan Hiep-Hung Pham Viet-Hung Dinh Huyen Khanh Pham Linh Thi My Nguyen |
| author_facet | Nguyen Thi Thao Ho Muhammad Ridhuan Tony Lim Abdullah Hairuzila Bt Idrus Subarna Sivapalan Hiep-Hung Pham Viet-Hung Dinh Huyen Khanh Pham Linh Thi My Nguyen |
| author_sort | Nguyen Thi Thao Ho |
| collection | DOAJ |
| description | This triangulation mixed methods study employed the Technology Acceptance Model (TAM) to investigate the factors affecting continuance intention toward Coursera MOOCs blended learning (CMBL) with undergraduate students at a Vietnamese private higher education institution (HEI). IBM AMOS version 24 was employed, with which Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used to examine the reliability and validity of the data collected from 637 students. Manual coding and thematic analysis of qualitative data collected from 30 interviewees, namely administrators, lecturers, curriculum developers, and students, were also conducted to identify the emerged themes and sub-themes. Content feature, social influence, and perceived usefulness were critical factors influencing the HEI students’ continuance intention to use CMBL. This study makes two significant contributions. First, we contribute to the literature from a theoretical standpoint by comparing factors influencing students’ acceptance of CMBL from critical stakeholders in a higher education institution. Second, our findings have practical implications on increasing undergraduate students’ acceptance of blended learning using MOOCs for the long term, which could provide beneficial pointers for HEIs planning to integrate MOOCs for teaching and learning within the higher education context. |
| first_indexed | 2024-03-11T19:48:06Z |
| format | Article |
| id | doaj.art-0aab1c1708af4ec4994b387cfa5159cc |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-11T19:48:06Z |
| publishDate | 2023-10-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-0aab1c1708af4ec4994b387cfa5159cc2023-10-05T16:03:31ZengSAGE PublishingSAGE Open2158-24402023-10-011310.1177/21582440231197997Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education StakeholdersNguyen Thi Thao Ho0Muhammad Ridhuan Tony Lim Abdullah1Hairuzila Bt Idrus2Subarna Sivapalan3Hiep-Hung Pham4Viet-Hung Dinh5Huyen Khanh Pham6Linh Thi My Nguyen7FPT University, Hanoi, VietnamUniversiti Teknologi PETRONAS, Seri Iskandar, MalaysiaUniversiti Teknologi PETRONAS, Seri Iskandar, MalaysiaUniversity of Nottingham Malaysia, Selangor, MalaysiaThanh Do University, Hanoi, VietnamUniversity of Labour and Social Affairs, Hanoi, VietnamFPT University, Hanoi, VietnamFPT University, Hanoi, VietnamThis triangulation mixed methods study employed the Technology Acceptance Model (TAM) to investigate the factors affecting continuance intention toward Coursera MOOCs blended learning (CMBL) with undergraduate students at a Vietnamese private higher education institution (HEI). IBM AMOS version 24 was employed, with which Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used to examine the reliability and validity of the data collected from 637 students. Manual coding and thematic analysis of qualitative data collected from 30 interviewees, namely administrators, lecturers, curriculum developers, and students, were also conducted to identify the emerged themes and sub-themes. Content feature, social influence, and perceived usefulness were critical factors influencing the HEI students’ continuance intention to use CMBL. This study makes two significant contributions. First, we contribute to the literature from a theoretical standpoint by comparing factors influencing students’ acceptance of CMBL from critical stakeholders in a higher education institution. Second, our findings have practical implications on increasing undergraduate students’ acceptance of blended learning using MOOCs for the long term, which could provide beneficial pointers for HEIs planning to integrate MOOCs for teaching and learning within the higher education context.https://doi.org/10.1177/21582440231197997 |
| spellingShingle | Nguyen Thi Thao Ho Muhammad Ridhuan Tony Lim Abdullah Hairuzila Bt Idrus Subarna Sivapalan Hiep-Hung Pham Viet-Hung Dinh Huyen Khanh Pham Linh Thi My Nguyen Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders SAGE Open |
| title | Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders |
| title_full | Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders |
| title_fullStr | Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders |
| title_full_unstemmed | Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders |
| title_short | Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders |
| title_sort | acceptance toward coursera moocs blended learning a mixed methods view of vietnamese higher education stakeholders |
| url | https://doi.org/10.1177/21582440231197997 |
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