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An empirical study on users’ adoption of MOOCs from the perspective of the institutional theory
Örebro University, Örebro University School of Business.ORCID iD: 0000-0002-3722-6797
School of Business Administration, Zhongnan University of Economics and Law, Wuhan, China.
2016 (English)In: International Journal of Networking and Virtual Organisations, ISSN 1470-9503, E-ISSN 1741-5225, Vol. 16, no 4, p. 377-388Article in journal (Refereed) Published
Abstract [en]

MOOC, which stands for massive open online course, has attracted millions of users around the world and it has a promise to be a very important element of future education. However, there is a little research on users' adoption of MOOCs. This paper aims to improve the understanding of users' behaviour intention to use MOOCs. The proposed research model is an extension of technology acceptance model with three factors from the institutional theory. And an empirical study with 279 subjects was conducted to test this model in China. The results indicate that both perceived usefulness and perceived ease of use directly affect users' behaviour intention to use MOOCs significantly. Another interesting finding is that mimetic pressures also have a significant positive influence on users' behaviour intention to use MOOCs.

Place, publisher, year, edition, pages
InderScience Publishers, 2016. Vol. 16, no 4, p. 377-388
Keywords [en]
massive open online courses; MOOCs; user adoption; technology acceptance model; TAM; institutional theory; behavioural intention; user behaviour; intention to use; perceived usefulness; perceived ease of use; mimetic pressure; e-learning; online learning; electronic learning
National Category
Information Systems
Identifiers
URN: urn:nbn:se:oru:diva-54890DOI: 10.1504/IJNVO.2016.10002515Scopus ID: 2-s2.0-85010665793OAI: oai:DiVA.org:oru-54890DiVA, id: diva2:1067709
Available from: 2017-01-23 Created: 2017-01-23 Last updated: 2018-01-13Bibliographically approved

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Gao, Shang

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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
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  • asciidoc
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