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Massive Open Online Course (MOOCs) Acceptance: The Role of Task-Technology Fit (TTF) for Higher Education Sustainability

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  • Ibrahim Youssef Alyoussef

    (Education Technology Department, Faculty of Education, King Faisal University, Al Ahsa 31982, Saudi Arabia)

Abstract

The aim of the present study was to narrow the gap in the literature on the adoption of massive open online courses (MOOCs) and the role of task-technology fit (TTF), which influences student satisfaction, academic performance, and the long-term viability (sustainability) of MOOCs in higher education. While researchers have examined MOOC acceptance in a variety of contexts, the role of TTF as a mediating variable in evaluating education sustainability has not been explored using the technology acceptance model (TAM). As a result, the aim of this study was to create a new paradigm by combining two theories: TTF and TAM. Therefore, this study surveyed 277 university students from public universities using the structural equation modeling (SEM) approach to learn about their perceptions toward MOOCs as a method of achieving higher education sustainability. According to the findings, perceived ease of use had a positive impact on perceived enjoyment, perceived usefulness, and social influence, which in turn had a positive impact on task-technology fit and MOOCs use as a method of sustainability in higher education. Task-technology fit also had a positive impact on MOOC use as a method of sustainability. Finally, the role of task-technology fit and MOOCs in educational sustainability had a positive effect on students satisfaction and academic performance. As a result, the use of MOOCs in learning processes should be encouraged in higher education institutions to ensure their long-term viability (sustainability).

Suggested Citation

  • Ibrahim Youssef Alyoussef, 2021. "Massive Open Online Course (MOOCs) Acceptance: The Role of Task-Technology Fit (TTF) for Higher Education Sustainability," Sustainability, MDPI, vol. 13(13), pages 1-14, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7374-:d:586558
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    References listed on IDEAS

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    8. Sara Calvo & Fergus Lyon & Andrés Morales & Jeremy Wade, 2020. "Educating at Scale for Sustainable Development and Social Enterprise Growth: The Impact of Online Learning and a Massive Open Online Course (MOOC)," Sustainability, MDPI, vol. 12(8), pages 1-15, April.
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    Cited by:

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    2. Xiulan Chen & Xiaofei Xu & Yenchun Jim Wu & Wei Fong Pok, 2022. "Learners’ Continuous Use Intention of Blended Learning: TAM-SET Model," Sustainability, MDPI, vol. 14(24), pages 1-14, December.
    3. Zhonggen Yu & Liheng Yu, 2023. "Examining Factors That Influence Learner Retention in MOOCs During the COVID-19 Pandemic Time," SAGE Open, , vol. 13(2), pages 21582440231, May.
    4. Marco Yamba-Yugsi & Lourdes Atiaja Atiaja & Sergio Luján-Mora & Jose Luis Eguia-Gomez, 2022. "Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers," Sustainability, MDPI, vol. 14(22), pages 1-11, November.
    5. Nasser M. Sabah & Ali A. Altalbe, 2022. "Learning Outcomes of Educational Usage of Social Media: The Moderating Roles of Task–Technology Fit and Perceived Risk," Sustainability, MDPI, vol. 14(14), pages 1-25, July.
    6. Fang Wang & Tommy Tanu Wijaya & Akhmad Habibi & Yixuan Liu, 2022. "Predictors Influencing Urban and Rural Area students to Use Tablet Computers as Learning Tools: Combination of UTAUT and TTF Models," Sustainability, MDPI, vol. 14(21), pages 1-22, October.
    7. Cecilia Temilola Olugbara & Moeketsi Letseka & Oludayo O. Olugbara, 2021. "Multiple Correspondence Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses," Sustainability, MDPI, vol. 13(23), pages 1-21, December.
    8. Zeinab Zaremohzzabieh & Samsilah Roslan & Zulkifli Mohamad & Ismi Arif Ismail & Habibah Ab Jalil & Seyedali Ahrari, 2022. "Influencing Factors in MOOCs Adoption in Higher Education: A Meta-Analytic Path Analysis," Sustainability, MDPI, vol. 14(14), pages 1-21, July.

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