A Cross Examination of the Intention to Integrate MOOCs in Teaching and Learning: An Application of Multi- Group Invariance Analysis

Abstract

This paper attempts to understand student teachers’ and practicing teachers’ integration of MOOCs in teaching and learning and build a model that pre-dicts the intention of integration of MOOCs among them. Five variables (performance expectancy (FE), effort expectancy (EE), social influence (SI), facilitating condition (FC) and behavioural intention(BI)) were selected to build a model for the study. Structural equation modelling (SEM) was used as the main technique for the data analysis. The suggested model was found reliable and valid, based on a self-reported survey of 135 student teachers and practicing teachers. Results showed that behavioural intention toward MOOCs was significantly explained by performance expectancy and facilitat-ing condition. Overall, of the four hypotheses, two were supported by the da-ta. Differences were, however, detected between student teachers and prac-ticing teachers in terms of SI and FC towards BI regards to MOOCs inten-tion of integration.