Analysis of Chinese College Students' Acceptance of Massive Open Online Courses

Research Article
Open access

Analysis of Chinese College Students' Acceptance of Massive Open Online Courses

Yinglan Cui 1 , Siqi Huang 2* , Xiaorun Liu 3 , Qianwen Zhao 4
  • 1 Zhou Enlai School of Government Management, Nankai University, Tianjin,300071, China    
  • 2 Maple Leaf International School-Wuhan, Wuhan, Hubei, 430073, China    
  • 3 School of Journalism and Art, Shanxi University of Finance and Economics, Taiyuan Shanxi,030012, China    
  • 4 School of Cinematography, Communication University of China-Nanjing, Nanjing, Jiangsu, 211100, China.    
  • *corresponding author 2019021222@students.mapleleafedu.com
LNEP Vol.6
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-37-9
ISBN (Online): 978-1-915371-38-6

Abstract

Since the pandemic constrained people's movement somehow, more and more Chinese college students have participated in Massive Open Online Courses (MOOCs) learning. Although numerous studies concluded factors affected MOOCs learning, few scholars mentioned academic self-efficacy (ASE) exerting a moderator effect. The study aimed to give institutions and course designers guidance for further greater MOOC application by demonstrating certain students’ behavior. This research analyzed the factors affecting MOOCs participation based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theoretical framework, and academic self-efficacy’s moderating effect on that framework. A questionnaire was designed in this paper according to previous studies and surveyed several Chinese universities. It grew to become out that the result upheld speculations by examining the information, to be specific, students’ behavioral deliberate have a positive connection with exertion and execution anticipation, social impact, and encouraging conditions individually. Moreover, academic self-efficacy plays a significant moderating role in MOOCs participation. At the end of this paper, the calculation results will be further analyzed and discussed.

Keywords:

UTAUT, academic self-efficacy, MOOCs, Chinese university student

Cui,Y.;Huang,S.;Liu,X.;Zhao,Q. (2023). Analysis of Chinese College Students' Acceptance of Massive Open Online Courses. Lecture Notes in Education Psychology and Public Media,6,329-341.
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References

[1]. Sabi, H. M., Uzoka, F. , Langmia, K. , & Njeh, F. N. . (2016). Conceptualizing a model for adoption of cloud computing in education. International Journal of Information Management, 36 (2), 183-191.Bootorabi, F., Haapasalo, J., Smith, E., Haapasalo, H. and Parkkila, S. (2011) Carbonic Anhydrase VII—A Potential Prognostic Marker in Gliomas. Health, 3, 6-12.

[2]. Chauhan, J., & Goel, A. (2017). An overview of MOOC in India. International Journal of Computer Trends and Technology, 49(2), 111-120.

[3]. Pursel, B. K., Zhang, L., Jablokow, K. W., Choi, G. W., & Velegol, D. (2016). Understanding MOOC students: Motivations and behaviours indicative of MOOC completion. Journal of Computer Assisted Learning, 32(3), 202-217.

[4]. Wang, Y., Dong, C., & Zhang, X. (2020). Improving MOOC learning performance in China: An analysis of factors from the TAM and TPB. Computer Applications in Engineering Education, 28(6), 1421-1433.

[5]. Li, C., & Zhou, H. (2018). Enhancing the efficiency of massive online learning by integrating intelligent analysis into MOOCs with an application to education of sustainability. Sustainability, 10(2), 468.

[6]. Shao, Z. (2018). Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs: The moderating effect of gender. Internet Research.

[7]. O, J. C., & Yoon, S. J. (2014). Predicting the use of online information services based on a modified UTAUT model. Behaviour & Information Technology, 33(7), 716-729.

[8]. Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS quarterly, 157-178.

[9]. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management science, 35(8), 982-1003.

[10]. Safeer, A. A., He, Y., & Abrar, M. (2020). The influence of brand experience on brand authenticity and brand love: an empirical study from Asian consumers’ perspective. Asia Pacific Journal of Marketing and Logistics. https://doi.org/10.1108/APJML-02-2020-0123

[11]. Schunk, D. H., & Pajares, F. . (2002). The development of academic self-efficacy. Development of Achievement Motivation, 15-31.

[12]. Wang, Y., & Baker, R. (2015). Content or platform: Why do students complete MOOCs? Journal of Online Learning and Teaching, 11(1), 17.

[13]. Shi, Leishan, Chen, Ying-Min, Hou, Xiu, & Gao, Fengqiang. (2013). The relationship between family socioeconomic status and learning engagement: the mediating role of academic self-efficacy. Psychological Development and Education, 29(1), 8.

Cite this article

Cui,Y.;Huang,S.;Liu,X.;Zhao,Q. (2023). Analysis of Chinese College Students' Acceptance of Massive Open Online Courses. Lecture Notes in Education Psychology and Public Media,6,329-341.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 5

ISBN：978-1-915371-37-9(Print) / 978-1-915371-38-6(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.6
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Sabi, H. M., Uzoka, F. , Langmia, K. , & Njeh, F. N. . (2016). Conceptualizing a model for adoption of cloud computing in education. International Journal of Information Management, 36 (2), 183-191.Bootorabi, F., Haapasalo, J., Smith, E., Haapasalo, H. and Parkkila, S. (2011) Carbonic Anhydrase VII—A Potential Prognostic Marker in Gliomas. Health, 3, 6-12.

[2]. Chauhan, J., & Goel, A. (2017). An overview of MOOC in India. International Journal of Computer Trends and Technology, 49(2), 111-120.

[3]. Pursel, B. K., Zhang, L., Jablokow, K. W., Choi, G. W., & Velegol, D. (2016). Understanding MOOC students: Motivations and behaviours indicative of MOOC completion. Journal of Computer Assisted Learning, 32(3), 202-217.

[4]. Wang, Y., Dong, C., & Zhang, X. (2020). Improving MOOC learning performance in China: An analysis of factors from the TAM and TPB. Computer Applications in Engineering Education, 28(6), 1421-1433.

[5]. Li, C., & Zhou, H. (2018). Enhancing the efficiency of massive online learning by integrating intelligent analysis into MOOCs with an application to education of sustainability. Sustainability, 10(2), 468.

[6]. Shao, Z. (2018). Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs: The moderating effect of gender. Internet Research.

[7]. O, J. C., & Yoon, S. J. (2014). Predicting the use of online information services based on a modified UTAUT model. Behaviour & Information Technology, 33(7), 716-729.

[8]. Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS quarterly, 157-178.

[9]. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management science, 35(8), 982-1003.

[10]. Safeer, A. A., He, Y., & Abrar, M. (2020). The influence of brand experience on brand authenticity and brand love: an empirical study from Asian consumers’ perspective. Asia Pacific Journal of Marketing and Logistics. https://doi.org/10.1108/APJML-02-2020-0123

[11]. Schunk, D. H., & Pajares, F. . (2002). The development of academic self-efficacy. Development of Achievement Motivation, 15-31.

[12]. Wang, Y., & Baker, R. (2015). Content or platform: Why do students complete MOOCs? Journal of Online Learning and Teaching, 11(1), 17.

[13]. Shi, Leishan, Chen, Ying-Min, Hou, Xiu, & Gao, Fengqiang. (2013). The relationship between family socioeconomic status and learning engagement: the mediating role of academic self-efficacy. Psychological Development and Education, 29(1), 8.

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