KMITL Business School, King Mongkut's Institute of Technology Ladkrabang, Bangkok, Thailand.
Faculty of Management, Czestochowa University of Technology, Czestochowa, Poland.
PLoS One. 2022 Apr 12;17(4):e0262037. doi: 10.1371/journal.pone.0262037. eCollection 2022.
The purpose of this research was to investigate the key factors that influence behavioral intention to adopt MOOCs. The study was conducted in three countries namely, Poland, Thailand, and Pakistan. The study was considered significant considering the advancements in technology that have had an unprecedented impact on education, and the need to conduct learning online due to the COVID-19 to pandemics. The research adopted the Unified Theory of Acceptance and Use of Technology (UTAUT2) and extended it by including other variables including culture, social distancing, and absorptive capacity. The study was conducted using the quantitative methodology, where the data was collected using a structured questionnaire. The data was collected from a sample from each of the three countries, and sample sizes were 455, 490, and 513 for Poland, Thailand, and Pakistan respectively. The data were analyzed using Structural Equation Modeling (SEM) and multi-group SEM analysis. The results of the study indicated that effort expectancy and culture significantly and positively influenced behavioral intention to use MOOCs in all three countries. As well, absorptive capacity is mediated significantly by performance expectancy and effort expectancy. Facilitating conditions have a significant influence on MOOCs in both Thailand and Pakistan. Social influence has a significant influence on behavioral intention to use MOOCs in Thailand, hedonic motivation and price value have a significant influence on behavioral intention to use MOOCs in Poland, and the habit has a significant factor in Pakistan. The keys aspects influencing behavioral intention to Use MOOCs were different in Poland, Thailand, and Pakistan, in various factors which are performance expectancy, social distancing, price value, facilitating conditions, and social influence. The research recommended that it is important to evaluate the situation and prevailing conditions of the concerned country, before implementing the MOOCs and the associated online learning practices.
本研究旨在探讨影响 MOOCs 采用意愿的关键因素。研究在波兰、泰国和巴基斯坦三个国家进行。考虑到技术的进步对教育产生了前所未有的影响，以及由于 COVID-19 大流行需要在线学习，本研究具有重要意义。该研究采用了统一技术接受和使用理论（UTAUT2），并通过纳入文化、社会距离和吸收能力等其他变量对其进行了扩展。研究采用定量方法，使用结构化问卷收集数据。从三个国家的每个国家抽取样本进行研究，波兰、泰国和巴基斯坦的样本量分别为 455、490 和 513。使用结构方程模型（SEM）和多组 SEM 分析对数据进行分析。研究结果表明，努力期望和文化在所有三个国家都显著正向影响 MOOCs 的使用意愿。此外，吸收能力被绩效期望和努力期望显著中介。便利条件对泰国和巴基斯坦的 MOOCs 有显著影响。社会影响对泰国的 MOOCs 使用意愿有显著影响，享乐动机和价格价值对波兰的 MOOCs 使用意愿有显著影响，而习惯在巴基斯坦是一个重要因素。影响波兰、泰国和巴基斯坦使用 MOOCs 意愿的关键因素不同，在绩效期望、社会距离、价格价值、便利条件和社会影响等不同因素上存在差异。研究建议，在实施 MOOCs 及相关在线学习实践之前，评估有关国家的情况和现有条件非常重要。
