Examining the Factors Affecting the Adoption of Massive Open Online Courses (MOOCs) by University Students in Jordan Using an Integrated Model of Technology Acceptance
Abstract
The increased prevalence of Massive Open Online Courses (MOOCs) offered by top-tier colleges, institutions, and universities has altered the typical educational experience, and has made professors, educators, policy-makers, and researchers examine how these courses can be adopted and used best. MOOCs provide full open-access to recorded lectures, tests, readings, discussion forums, and interactive activities or labs designed to mimic the intellectual and communal experience a student would receive in person in a live classroom. These free courses are of increasing interest to students because of the lack of cost and the ability to learn at convenient times. Moreover, it is frequently believed that additional learning and training can increase employability (Outland, 2014). While MOOCs have been relatively well researched and documented in the Western world, and the best methods and practices to enable optimum learning achievement identified, the research on the adoption and acceptance of MOOCs in the Arab world is still in the very early stages. Studies have shown that there are cultural barriers in the Arab world toward American-based online courses, whether in the format of MOOCs or other forms of online learning. This is because there are differences in how different cultures view learning, as well as differences in the learning styles of individuals (Al-Harthi, 2014). An integrated Technology Acceptance Model (TAM) from a previously extended technology acceptance models will be used to investigate how students from different cultures—specifically the Arabic learning culture—adapt to MOOCs’ learning environment, as well as to determine the key factors that contribute to the incorporation and acceptance of this learning format. Factors affecting the acceptance of new information technology such as MOOCs are expected to change depending on changes in the context, technology, and target users (Moon, 2001). This study targets Arab students in Jordan who have taken, or attempted to take, courses at Edraa
Subject Area
Middle Eastern Studies|Educational technology|Higher education
Recommended Citation
Qudah, Dean, "Examining the Factors Affecting the Adoption of Massive Open Online Courses (MOOCs) by University Students in Jordan Using an Integrated Model of Technology Acceptance" (2017). ETD Collection for Pace University. AAI10635056.
https://digitalcommons.pace.edu/dissertations/AAI10635056
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