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

Kung-Teck Wong, Norazilawati binti Abdullah, Pauline Swee Choo Goh

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.

Keywords


Technology acceptance; student teachers; practicing teachers; structural equation modeling

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Copyright (c) 2019 Kung-Teck WONG, Norazilawati binti Abdullah, Pauline Swee Choo Goh


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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