Acceptance Toward Coursera MOOCs Blended Learning: A Mixed Methods View of Vietnamese Higher Education Stakeholders

This triangulation mixed methods study employed the Technology Acceptance Model (TAM) to investigate the factors affecting continuance intention toward Coursera MOOCs blended learning (CMBL) with undergraduate students at a Vietnamese private higher education institution (HEI). IBM AMOS version 24 was employed, with which Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used to examine the reliability and validity of the data collected from 637 students. Manual coding and thematic analysis of qualitative data collected from 30 interviewees, namely administrators, lecturers, curriculum developers, and students, were also conducted to identify the emerged themes and sub-themes. Content feature, social influence, and perceived usefulness were critical factors influencing the HEI students' continuance intention to use CMBL. This study makes two significant contributions. First, we contribute to the literature from a theoretical standpoint by comparing factors influencing students' acceptance of CMBL from critical stakeholders in a higher education institution. Second, our findings have practical implications on increasing undergraduate students' acceptance of blended learning using MOOCs for the long term, which could provide beneficial pointers for HEIs planning to integrate MOOCs for teaching and learning within the higher education context.

Automated summary

This study used a mixed methods approach and the Technology Acceptance Model (TAM) to investigate undergraduate students' continuance intention toward Coursera MOOCs blended learning (CMBL) at a Vietnamese private higher education institution. The findings showed that content feature, social influence, and perceived usefulness were critical factors influencing students' continuance intention to use CMBL. This study contributes to the literature by comparing factors influencing acceptance of CMBL from multiple stakeholders and provides practical implications for increasing undergraduate students' acceptance of blended learning using MOOCs.