A Cross Examination of the Intention to Integrate MOOCs in Teaching and Learning: An Application of Multi- Group Invariance Analysis

This paper attempts to understand student teachers’ and practicing teachers’ integration of MOOCs in teaching and learning and build a model that pre-dicts the intention of integration of MOOCs among them. Five variables (performance expectancy (FE), effort expectancy (EE), social influence (SI), fa...

Full description

Saved in:
Bibliographic Details
Published in:International journal of emerging technologies in learning Vol. 14; no. 19; p. 106
Main Authors: Wong, Kung-Teck, Abdullah, Norazilawati Binti, Goh, Pauline Swee Choo
Format: Journal Article
Language:English
Published: Vienna International Association of Online Engineering (IAOE) 01.01.2019
Subjects:
Blended Learning
Cooperative Learning
Data Analysis
Developed Nations
Distance Education
Educational Environment
Educational Practices
Educational Technology
Electronic Learning
Influence of Technology
Intention
Learner Engagement
Learning
Learning Strategies
MOOCs
Researchers
Social Influences
Structural equation modeling
Structural Equation Models
Student teachers
Teacher Educators
Teaching
Teaching Methods
ISSN:1863-0383, 1863-0383
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper attempts to understand student teachers’ and practicing teachers’ integration of MOOCs in teaching and learning and build a model that pre-dicts the intention of integration of MOOCs among them. Five variables (performance expectancy (FE), effort expectancy (EE), social influence (SI), facilitating condition (FC) and behavioural intention(BI)) were selected to build a model for the study. Structural equation modelling (SEM) was used as the main technique for the data analysis. The suggested model was found reliable and valid, based on a self-reported survey of 135 student teachers and practicing teachers. Results showed that behavioural intention toward MOOCs was significantly explained by performance expectancy and facilitat-ing condition. Overall, of the four hypotheses, two were supported by the da-ta. Differences were, however, detected between student teachers and prac-ticing teachers in terms of SI and FC towards BI regards to MOOCs inten-tion of integration.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1863-0383
1863-0383
DOI:10.3991/ijet.v14i19.10642