eprintid: 18162
rev_number: 2
eprint_status: archive
userid: 1
dir: disk0/00/01/81/62
datestamp: 2024-06-04 14:10:18
lastmod: 2024-06-04 14:10:18
status_changed: 2024-06-04 14:01:35
type: article
metadata_visibility: show
creators_name: Ho, N.T.T.
creators_name: Abdullah, M.R.T.L.
creators_name: Idrus, H.B.
creators_name: Sivapalan, S.
creators_name: Pham, H.-H.
creators_name: Dinh, V.-H.
creators_name: Pham, H.K.
creators_name: Nguyen, L.T.M.
title: Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders
ispublished: pub
note: cited By 1
abstract: 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.
date: 2023
publisher: SAGE Publications Inc.
official_url: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173685868&doi=10.1177%2f21582440231197997&partnerID=40&md5=f9fc0ca0632e65e5351a8e15a6f89848
id_number: 10.1177/21582440231197997
full_text_status: none
publication: SAGE Open
volume: 13
number: 4
refereed: TRUE
issn: 21582440
citation:   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