TY  - JOUR
Y1  - 2023///
PB  - SAGE Publications Inc.
SN  - 21582440
JF  - SAGE Open
A1  - Ho, N.T.T.
A1  - Abdullah, M.R.T.L.
A1  - Idrus, H.B.
A1  - Sivapalan, S.
A1  - Pham, H.-H.
A1  - Dinh, V.-H.
A1  - Pham, H.K.
A1  - Nguyen, L.T.M.
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173685868&doi=10.1177%2f21582440231197997&partnerID=40&md5=f9fc0ca0632e65e5351a8e15a6f89848
VL  - 13
AV  - none
N2  - 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 studentsâ?? 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 studentsâ?? acceptance of CMBL from critical stakeholders in a higher education institution. Second, our findings have practical implications on increasing undergraduate studentsâ?? 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.
N1  - cited By 1
IS  - 4
TI  - Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders
ID  - scholars18162
ER  -