A cross examination of the intention to integrate MOOCs in teaching and learning: An application of multi- group invariance analysis

Abstract

This paper attempts to understand student teachers' and practicing teachers' integration of MOOCs in teaching and learning and build a model that predicts 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 facilitating condition. Overall, of the four hypotheses, two were supported by the data. Differences were, however, detected between student teachers and practicing teachers in terms of SI and FC towards BI regards to MOOCs intention of integration.