ABSTRACT

This study investigates the relationship between student technology acceptance, student engagement, and perceived learning on tourism-related massive open online courses (MOOCs). The respondents include 389 Indian university students who took tourism-related MOOCs. The results of PLS-SEM indicate the weak relationship between MOOC technology acceptance and the perceived learning of students. Technology acceptance has an impact on student engagement, but the impact is not highly significant. The findings show the strong relationship between student engagement and perceived learning in the context of tourism-MOOCs. The study suggested several ways to ensure student engagement and perceived learning to develop a positive attitude toward MOOC platforms and institutions that deliver MOOCs. Several implications are drawn from the findings, and future research directions are suggested.

摘要

本研究调查了学生技术接受度、学生参与度和与旅游相关的大规模开放在线课程 (MOOC) 的感知学习之间的关系。受访者包括 389 名参加过旅游相关 MOOC 课程的印度大学生。PLS-SEM 的结果表明 MOOC 技术接受度与学生感知学习之间的关系较弱。技术接受度对学生参与度有影响，但影响并不显着。研究结果表明，在旅游 MOOC 的背景下，学生参与度与感知学习之间存在密切关系。该研究提出了几种确保学生参与和感知学习的方法，以培养对 MOOC 平台和提供 MOOC 的机构的积极态度。从调查结果中得出几个结论，