IMPACT OF MASSIVE OPEN ONLINE COURSES (MOOCS) ON BLENDED LEARNING: FROM THE PERSPECTIVE OF FACULTY MEMBERS & STUDENTS
Keywords:
Blended Learning, MOOCs, Smart PLS 3.0, TAM, ToRA, TechnologyAbstract
Revamping sources of knowledge for students through adopting modern technologies is the primary concern in the World especially in developing countries like Pakistan. Massive Open Online Courses (MOOCs) is highly adaptive in the contemporary economic and professional environment, enabling learners to attain education and professional skill at a single platform. MOOCs facilitate the induction of a multidisciplinary audience to acquire skill-based learning activities. The current study utilizes the theory of reasoned action (TRA or ToRA) as a theoretical framework and adopts the Technology Acceptance Model (TAM) as an analytical framework / key foundation to investigate the determinants of teachers’ / students' acceptance and use of MOOCs. Hypothesis was developed based on social influence, perceived usefulness, perceived ease of use, content quality, consensus of appropriation, psychological engagement, behavioural engagement, autonomous motivation and perceived satisfaction for adopting MOOCs. The collective impact was measured for attitude towards using MOOCs for blended learning. In the current study, a questionnaire was developed through the selection of variables, Google form was created and data was collected through online mood. The Smart PLS Version 3.0 was utilized to analyze variables adopted from other studies. The findings of the study revealed that the attitude, behavioural engagement, course quality, perceived ease of use and social influence have a significant positive impact on the intention to adopt MOOCs for blended learning. Further, the research study offered strong theoretical, social, contextual and managerial implications for faculty members, learners, policy makers, curriculum developers and heads of educational institutions.
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