Factors Affecting Use of Massive Open Online Courses by Ghanaian Students

Autor/inn/en	Arkorful, Valentina; Barfi, Kwaku Anhwere; Baffour, Nyinaku Odoi
Titel	Factors Affecting Use of Massive Open Online Courses by Ghanaian Students
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2023281 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barfi, Kwaku Anhwere)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2021.2023281
Schlagwörter	Foreign Countries; College Students; MOOCs; Student Behavior; Influences; Knowledge Level; Student Attitudes; Intention; Technology; Educational Resources; Access to Computers; Ghana + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Student behaviour; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Wissensbasis; Technologie; Bildungsmittel
Abstract	The study examined how the perceived level of students' knowledge on Massive Open Online Courses (MOOCs) influence its use. The study utilizes the use of Innovation Diffusion Theory and Technology Acceptance Model to examine factors that influence students use of MOOCs within the Ghanaian university. The data was analyzed using the Statistical Package for the Social Sciences. The data was analyzed using Structural Equation Modeling (SEM-Amos). The findings showed perceived usefulness, perceived ease of use MOOCs as well as perceived compatibility and observability positively affect students use of MOOCs systems. However, the perceived complexity of use negatively affects students use of MOOCs systems. The findings further validate students' motive to use the MOOCs systems for learning. Students' attitudes toward using MOOCs systems and behavioral intentions to use MOOCs systems are heavily influenced by technology and resource availability. When technology tools are available, students' intents to use them in their studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01