Intention to Participate in MOOCs: Case of University Students in Northwestern Nigeria During COVID-19 Pandemic

Abstract

Massive open online courses (MOOCs) have been introduced over the past few decades to account for the twenty-first-era education and recent COVID-19 pandemic trials driven by the spread of internet-based technology on the internet. This research seeks to give an extended model investigating the intention to use MOOCs based on students at public universities in northwestern Nigeria. The extended TAM model was tested via PLS structural equation modelling using data collected from 451 students at public universities in northwestern Nigeria. The research findings indicated that the proposed extended model delivers a 72.0% descriptive effect. The creative technology acceptance TAM model establishes a strong signal for the effects of PU, PR, PEOU, SN, and TA on intentions to practice MOOCs technology among students in Nigerian public universities during the COVID-19 pandemic. The outcomes present practical and theoretical implications that MOOC developers can use to justify why MOOCs are not high within public universities in Northern-western Nigeria. The findings also indicated that PU, PEOU, PR SN, and TA significantly impact students' intention to use MOOCs. The research has provided insight into extended TAM in Nigerian learning environments to discover the issues influencing students' intention to use MOOCs. Dissimilar to preceding empirical reviews, this research broadly investigated the intention to participate in MOOCs of public University students in northwestern Nigeria during the COVID-19 pandemic, delivering crucial discoveries and commendations for impending research openings. The findings could practically enlighten administrators, instructors, developers, and policymakers in making informed decisions