relation: https://khub.utp.edu.my/scholars/18162/
title: Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders
creator: Ho, N.T.T.
creator: Abdullah, M.R.T.L.
creator: Idrus, H.B.
creator: Sivapalan, S.
creator: Pham, H.-H.
creator: Dinh, V.-H.
creator: Pham, H.K.
creator: Nguyen, L.T.M.
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. © The Author(s) 2023.
publisher: SAGE Publications Inc.
date: 2023
type: Article
type: PeerReviewed
identifier:   Ho, N.T.T. and Abdullah, M.R.T.L. and Idrus, H.B. and Sivapalan, S. and Pham, H.-H. and Dinh, V.-H. and Pham, H.K. and Nguyen, L.T.M.  (2023) Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders.  SAGE Open, 13 (4).   ISSN 21582440     
relation: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173685868&doi=10.1177%2f21582440231197997&partnerID=40&md5=f9fc0ca0632e65e5351a8e15a6f89848
relation: 10.1177/21582440231197997
identifier: 10.1177/21582440231197997