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“Play” or “Labour”, the perception of university teachers towards MOOCs: Moderating role of culture

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Abstract

This study aims to understand the perception of university teachers on MOOCs and explore the critical drives that impact teachers to work with MOOCs based on an incorporated model of theory of planned behaviour (TPB) and Playbour (PL). Besides, this study also adopts Hofstede’s Cultural Dimensions Theory to include the culture as a moderator to explore how university teachers with different cultural backgrounds perceive MOOCs. The results show that Attitude (ATT), Subjective norms (SN) and Perceived behavioural control (PBC) are crucial determinants that impact teachers’ behavioural intention (BI) towards MOOCs. Besides, PL is found as a strong mediator to explain the great importance of ATT of university teachers to adopt MOOCs. Regarding the moderating effect, the significant difference in Spain and China are detected to explain teachers’ BI towards MOOCs. Additionally, the validity and model fit of the incorporated model are proved, which further enriches the field of TPB to explain teachers’ behaviour towards MOOCs.

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Data availability statements

The datasets generated during and/or analysed during the current study are not publicly available due to privateness but are available from the corresponding author on reasonable request.

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  1. Department of Business, Faculty of Economics and Business, B1-129/2, Autonomous University of Barcelona, Campus de Bellaterra, Edifici, B 08193, Bellaterra, Cerdanyola del Vallds, Spain

    Kai Wang, Stefan Felix Van Hemmen & Josep Rialp Criado

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  1. Kai Wang
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  2. Stefan Felix Van Hemmen
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  3. Josep Rialp Criado
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Correspondence to Kai Wang.

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Wang, K., Van Hemmen, S.F. & Criado, J.R. “Play” or “Labour”, the perception of university teachers towards MOOCs: Moderating role of culture. Educ Inf Technol 28, 7737–7762 (2023). https://doi.org/10.1007/s10639-022-11502-w

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