Exploring Factors Affecting the Adoption of MOOC in Generation Z Using Extended UTAUT2 Model

Autor/inn/en	Meet, Rakesh Kumar; Kala, Devkant; Al-Adwan, Ahmad Samed
Titel	Exploring Factors Affecting the Adoption of MOOC in Generation Z Using Extended UTAUT2 Model
Quelle	In: Education and Information Technologies, 27 (2022) 7, S.10261-10283 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meet, Rakesh Kumar) ORCID (Kala, Devkant) ORCID (Al-Adwan, Ahmad Samed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11052-1
Schlagwörter	MOOCs; Foreign Countries; Higher Education; Age Groups; Adoption (Ideas); Intention; College Students; Student Behavior; India + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Age grop; Altersgruppe; Ideas; Ideenfindung; Collegestudent; Student behaviour; Schülerverhalten; Indien
Abstract	The advent of Internet heralded the rise of scalable educational technology dubbed as massive open online course (MOOC). Easy to use, access, economical as well as flexible, provide students lot of freedom and the advantage of self-paced learning. Despite all these merits, MOOC adoption is low in the higher educational institutions (HEIs) of India. The aim of this study is to explore the factors affecting the behavioural intention to adopt MOOCs among Generation Z (Gen Z) enrolled in the Indian HEIs. The study uses the extended UTAUT2 model with additional constructs of language competency and teacher influence to explore MOOC adoption among the Gen Z. Using online survey, data of 483 students was collected from HEIs of India using stratified random sampling and analysed using partial least square-structure equation modelling (PLS-SEM) technique. The results establish the general applicability of UTAUT2 model in context of MOOC in Indian settings with explanatory power of 69.9% and highlights the positive influence of price value, hedonic motivation, facilitating conditions, performance expectancy and effort expectancy on MOOC adoption. However, the constructs of social influence, habit, language competency, and teacher influence unexpectedly do not have an impact on Behavioural Intention of Gen Z towards MOOC adoption. Based on the research findings, study implications and future directions of the research have been suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01