| Abstrakt: |
The present study does have a great contribution to Vietnamese higher education institutions that adopted blended learning using Coursera MOOCs, especially blending the courses with offline mentors in brickand-mortar classrooms. In the current study, the perceived value of constructs of the extended UTAUT2 model with additional variables of language competence and teacher influence was used to examine undergraduate students’ MOOC adoption at a private Vietnamese higher education institution. This study was conducted via an online survey with 322 students who participated in at least one Coursera MOOC. The quantitative instrument consisting of a 36 items questionnaire was adapted from the UTAUT2 model Venkatesh (2003) and Venkatesh (2012); Barak et al., (2016), and Sebastianelli et al., (2015). The findings revealed that there was a correlation between performance expectancy, effort expectation, social influence, facilitating condition, hedonic motivation, price value, habit, language competence, teacher influence, and students’ behavioral intention for continued use of MOOCs. More importantly, while social influence, hedonic motivation, price value, and habits had a strong impact on MOOC adoption, the variables of performance expectancy, facilitating condition, language competency, and teacher influence unexpectedly did not have any effects on the behavioral intention of undergraduate students towards MOOC adoption. Interestingly, effort expectation had an inverse impact on students’ adoption of MOOCs. From the findings, implications and future suggestions of the research have been presented. [ABSTRACT FROM AUTHOR] |
