Analysis on the Influencing Factors of MOOC Adoption Behaviour of

Faculty: Cross-Case Study based on a Chinese University

Jingxin Wang and Yu Wang

Graduate School of Education, Peking University, Beijing, China

Keywords: MOOC, Adoption Behaviour, Technology Adoption, Educational Orientation, Educational Concept.

Abstract: From the perspective of technology adoption theory, this study focused on how their educational orientation

of MOOC affects their MOOC adoption willingness through in-depth interviews with five college teachers

in a Chinese university. The results show that different college teachers have significant differences in the

educational function understanding and attribute positioning of MOOC, which mainly reflected in the

differences of education and communication attribute positioning of MOOC. In addition, the matching

degree of their positioning of MOOC and their own education concept determine the willingness and

behaviour of college teacher to adopt MOOC. Furthermore, four typical MOOC orientations were

summarized based on the differences of attribute judgment, and the research cases was divided into three

typical types of practice according to the matching degree of concepts and the behaviour orientation adopted

in practice.

1 INTRODUCTION

In 2012, MOOC (Massive Open Online Courses)

triggered the global higher education revolution with

a new way of knowledge dissemination and learning

mode, and many world-renowned universities

successively joined the ranks of MOOC

construction. According to incomplete statistics of

CLASS CENTRAL (2018), MOOC platforms such

as Coursera and edX have launched more than 9,000

courses. In China, MOOC courses offered by

Chinese universities, MOOC in Chinese and other

domestic platforms have reached as many as

5,000(Zhang, 2018). In addition, the latest

"Education Informatization 2.0 Action Plan" issued

by the ministry of education of China in 2018 clearly

points out that the service quality of MOOC should

be improved. It is foreseeable that under the dual

role of global MOOC learning demand stimulation

and active policy guidance, MOOC will continue to

develop rapidly in the future.

However, blindly pursuing course construction

may easily lead people to fall into the craze for

technology and neglect or deviate from the essential

purpose of technology application in education

teaching. Are all teachers and courses suitable for

the format of MOOC? What are the acceptance and

adoption intentions of MOOC for front-line college

teachers who are the main organizers and

practitioners of teaching? To clarify these issues is

conducive to our rational view of new technologies,

to make technology better serve education and

teaching, and to make the opening of MOOC a path

to promote the professional development of college

teachers.

The review of previous research on MOOC

shows that researchers pay more attention to MOOC

learners and less attention to teachers(Veletsiano and

Shepherdson, 2016). Most of these researches on

teachers focus on the analysis of the teaching

strategies adopted by teachers and their specific

performance in courses, while few focus on the

research on teachers' attitude towards MOOC.

Compared with research on teaching strategies,

attitude-based research lays more emphasis on

exploring teachers' experience world and is more

conducive to understanding the nature of the

problems behind their participation in MOOC.

Based on the above purposes, this study focuses

on the understanding of faculty on technology and

practical considerations of technology application in

teaching in the context of education informatization

reform. On the one hand, by understanding the real

thoughts of faculty on MOOC teaching, it is helpful

for faculty to find the correct positioning in the wave

Wang, J. and Wang, Y.

Analysis on the Inﬂuencing Factors of MOOC Adoption Behaviour of Faculty: Cross-Case Study based on a Chinese University.

DOI: 10.5220/0007677601450152

In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 145-152

ISBN: 978-989-758-367-4

145

of reform and avoid blindly following. On the other

hand, this study attempts to clarify the feasibility of

the application of MOOC and other new teaching

forms in university teaching and other issues, so as

to provide some empirical basis for policy makers

and administrators to better promote MOOC in

universities and colleges.

2 THEORETICAL PERSPECTIVE

The smooth development of new forms of teaching

such as MOOC depends to a certain extent on the

effective use of new technologies by teachers, and

this problem can be attributed to the research scope

of technology acceptance at the individual level.

This study attempts to combine the basic theories of

social psychology and organizational behaviour to

explain how individual beliefs and attitudes

determine individual usage intentions and

behaviours from the perspective of the recipient.

"Adoption intention" is one of many behavioural

intentions, and "behavioural intention" is the core

concept of Theory of Reasoned Action (TRA)

(Fishbein and Ajzen, 1975) (Figure 1). TRA theory

clarifies the production mechanism of rational

behaviour of "beliefs-attitude-behavioural intention",

that is, on the premise of "people's behaviour is

rational", this model discusses the prediction and

interpretation of attitude to behaviour. It can be seen

from the model that behavioural intention

determines the generation of individual behaviours,

and meanwhile, behavioural intention is affected by

the "attitude toward behaviour" and "subjective

norms" held by individuals.

Figure 1: Theory of Reasoned Action (TRA).

Davis (1989) extended TRA to Technology

Acceptance Model (TAM) (Figure 2) in order to

explain the mechanism of technology adoption

behaviour better. According to the TAM model,

"external variables" can indirectly influence

individuals' behavioural intention and use behaviour

by influencing "perceived usefulness" and

"perceived ease of use".

Figure 2: Technology Acceptance Model (TAM).

Previous researches on the influencing factors of

technology adoption have provided a rich theoretical

perspective for this study, provided a higher level of

theoretical reference dimension for analysing the

reasons why a new technology was adopted or

rejected by individuals, and provided an internal

explanation logic for clarifying the following series

of research findings. Through sorting out and

analysing the above theories, it can be seen that

attitude is an important variable or even a core

variable that affects behaviour and has a direct

impact on behaviour and decision-making. In

addition, external variables can indirectly influence

individual behaviour by influencing attitude. Based

on this, this study conducted in-depth discussion and

analysis from the perspectives of external factors,

internal factors and external factors influencing

internal factors, and thus indirectly influencing

teachers' attitude and behavioural intention to carry

out MOOC teaching from the perspective of relevant

theoretical research on technology adoption.

3 RESEARCH METHOD

This study adopted the cross-case study method of

qualitative research to study the subjective

understanding and behavioural intention of college

teachers on MOOC teaching from multiple cases.

The study selected the first-line teachers who are

currently teaching at A-University as the research

object. The MOOC construction of A-University has

been more than four years. At present, A-University

has opened more than 100 MOOC courses, and

actively organized training of MOOC construction

for teachers. This study does not claim the

particularity of teachers in A-university, but believes

that A-University as an active practice field for

education informatization reform, and research on

the front-line teachers in the reform can extract

enough diversified and complex situations to help

build correlation and depth between concepts.

In this study, by stratified purpose sampling was

adopted, the research objects were layered according

to certain criteria, then purposeful sampling was

carried out at different levels, and the overall

heterogeneity of the subjects was explored by

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understanding the specific situations of different

levels in the research phenomenon. The study

divided the subjects into two layers: the first is the

teachers who have been involved in the practice of

MOOC, that is, those who have used MOOC

resources in their teaching, and even have personally

participated in the practice of MOOC curriculum

construction; the other layer is teachers who have

not yet participated in any MOOC practice. In

addition, as far as possible to spread the

characteristics of the case, this study also took into

account gender, discipline, job title and other

variables. A total of 5 cases were selected in this

study, the case characteristics are shown in Table 1.

In terms of data collection, researchers

conducted semi-structured interviews with five

teachers in turn from April to June 2018. Each

interview lasted between 50 and 60 minutes. The

interview was conducted with the influence of

MOOC on traditional teaching as the introduction,

and questions and dialogues were conducted

according to the relevant topics randomly appeared

in the interview. 1-2 return interviews were made to

individual cases with profound experience and deep

thinking. The recordings were made on the basis of

the consent of the research objects and transcribed at

the end of the interview.

This study used three-level coding to analyse the

transcript: the primary coding was open coding,

which mainly listed and sorted out the important

information in each interview segment. The

secondary coding was axial coding, which abstracted

specific information into categories and situations

based on primary coding. The third-level coding was

the core coding, which was to find the

interconnection between the codes on the basis of

the secondary coding, to form a certain relational

network, and to explore the formation of the

structural framework (Babble, 2009).

4 FINDINGS

4.1 Different MOOC Orientation

under the Judgment of

"Function -- Attribute"

Through interview analysis, it was found that there

were significant differences between different

teachers in the understanding and attribute

orientation of MOOC educational function, which

was embodied in the difference between the

educational attribute of MOOC and the orientation

of communication attribute.

For MOOC, its initial goal is to provide high-

quality university courses to all in a free and open

form, so it has educational attributes and a function

of education. In addition, as a kind of online course,

MOOC can also be seen as a mean of

communication. American communications scholar

Neil believes that the course itself is an information

communication system.

On this basis, this study constructed a binary

quadrant as shown in Fig. 3 to illustrate the different

orientations of MOOC by different college teachers.

The X-axis represents the education function of

MOOC, which refers to the effectiveness that

teachers think MOOC can play in the actual teaching

and learning process. The higher the level, the more

recognition teachers have for the education value of

MOOC. The y-axis represents "education-

communication consistency", which reflects the

proximity of teachers to the orientation of MOOC

educational attributes and communication attributes.

A high level of consistency means that teachers are

more inclined to understand and position MOOC

from the perspective of integration of education and

communication, and a low level of consistency

means that teachers tend to position MOOC from a

single perspective of education or communication.

Four different MOOC orientations were proposed

from this binary quadrant, the MOOC was orientated

Table 1: The characteristics of research cases.

Interview order Case code Gender Subject Title MOOC experience

1 Teacher D Male Social Science Professor No

2 Teacher S Male Social Science

Associate

Professor

Yes

3 Teacher M Female Social Science

Associate

Professor

4 Teacher W Male Science Professor No

5 Teacher X Male Engineering Professor Yes

Analysis on the Inﬂuencing Factors of MOOC Adoption Behaviour of Faculty: Cross-Case Study based on a Chinese University

147

as a resource carrier, a means of communication, a

teaching tool and an educational communication

technology, respectively.

Figure 3: MOOC orientation framework.

4.1.1 MOOC as a Resource Carrier (Low on

Both ‘X’ and ‘Y’ Axes)

The first orientation regarded MOOC as a kind of

resource carrier, which believed the essence of

MOOC was a kind of digital teaching resource.

Compared with face-to-face teaching, MOOC

teaching lacked or weakened some elements and

links that should be in teaching. Therefore, online

teaching could not be equal to effective teaching and

learning. As teacher M said, "How well you lecture

is not directly related to how much students directly

understand and accept. So in a sense, I think MOOC

is more about resource presentation than valuable

education patterns.”

In this orientation, MOOC was regarded as a

kind of teaching resource, but unable to undertake

the complete educational function, so it was low in

the dimension of education function. In the

dimension of education-communication consistency,

MOOC was more orientated as a communication

level rather than the educational level of the

phenomenon, so the same performance is low.

4.1.2 MOOC as a Communication Means

(Low on ‘X’ Axis and High on ‘Y’

Axis)

The second orientation regarded MOOC as a means

of communication. From the perspective of

educational communication, the openness of MOOC

communication through the internet had realized the

long-distance communication and sharing of quality

educational resources. However, MOOC teaching

alone could not provide students with a complete

learning experience. As Teacher D stressed: "I

believe that on the basis of MOOC teaching, we

must add the following links to compensate for the

lack of interaction in the online learning process, in

order to form a complete learning process to ensure

the learning effect."

Under this kind of orientation, MOOC was more

regarded as a means of communication of

knowledge, it showed a high degree of consistency

in the education-communication dimension, but in

the educational function dimension, the educational

function dimension performance was low because of

its teaching effect was difficult to guarantee.

4.1.3 MOOC as a Teaching Tool (High on

‘X’ Axis and Low on ‘Y’ Axis)

The third orientation regarded MOOC as a teaching

tool, which believed that the value of MOOC should

be embodied in the contribution of serving teaching

and learning. As Teacher W said: " All technical

means should serve the teaching itself, and only

when the effect is good can the tool be proved to be

good.” Teacher W also stressed that the tools

themselves did not directly play a role in the

teaching effect, the focus was still on the

organization of teaching activities and the

reasonable guidance of teachers, in order to achieve

the desired teaching results.

Under this orientation, MOOC was regarded as a

teaching tool, which could serve education and

teaching in practice, so it was high in the dimension

of teaching function, but this kind of orientation only

started from a single educational point of view,

neglected the communication attribute of MOOC, so

the education-communication consistency dimension

was low.

4.1.4 MOOC as an Educational

Communication Technology (High on

Both ‘X’ and ‘Y’ Axes)

The fourth orientation regarded MOOC as an

educational communication technology, which

believed MOOC could not only realize the enlighten

function in the communication process, but also had

the education attribute and the communication

attribute of social media, so as to realize the

unlimited sharing and communication between

communicators and audiences.

Under this orientation, MOOC was regarded as a

new educational technology with dual attributes of

education and communication. The emergence and

development of MOOC catered to the development

needs of the lifelong learning era, so it had a high

educational function and value. At the same time,

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MOOC had achieved a high degree of integration of

education and communication in practice, so it was

high in the two dimensions of educational function

and education-communication consistency.

4.2 Different Types of Practice under

the Guidance of Concepts

Concept refers to the teacher's understanding and

view of a certain imagination, as well as a set of

theories and concepts formed in the internal value

system. According to the interview analysis, the

matching degree between teacher's own educational

concepts and the orientation of MOOC determined

the intention and behaviour of teachers to adopt

MOOC in practice. The concepts and MOOC

adoption behaviours of different cases were

summarized in Table 2. According to the matching

degree of concepts and the behavioural orientation

adopted in practice, the five cases were divided into

three types of practice.

4.2.1 High Matching Degree: Active

Participant

When the education concept matches the orientation

of MOOC, teachers tended to accept MOOC with a

positive attitude, and participated in and support the

construction and development of MOOC in practice,

thus forming the identity of active participant.

A typical example among them was Teacher X.

In the education concept of Teacher X, the

university, as the talent cultivation centre of modern

society, should actively practice social responsibility

and realize higher value pursuit from three aspects

of teaching, scientific research and social service.

The characteristics of MOOC's "massive", "open"

and "online" fitted the teacher's educational concepts

and pursuits. As Teacher X said: "The development

of MOOC enable high-quality teaching resources to

achieve barrier-free sharing, which is conducive to

the atmosphere of lifelong learning and promote the

formation of a learning society."

In the view of Teacher X, the development of

MOOC may leverage the original mode and rules of

the whole higher education system to realize the

deconstruction and reconstruction of the production

chain of higher education. This series of changes

caused by MOOC generally pointed to make

education fairer and society more progressive, which

was a positive education reform. Because his

education concept matches the orientation of

MOOC, Teacher X became an active participant of

MOOC with multiple identities. He had not only

registered several courses on different MOOC

platforms, but also opened two MOOC courses in

person.

Teacher S was also an active participant of

MOOC. In his education concept, scientific research,

teaching and communication should combine and

promote each other, and MOOC provided a

historical opportunity to realize this education

concept. Teacher S has already opened a MOOC

course, which described his own practical

experience: “Our MOOC are designed to let more

Table 2: Logical analysis of the MOOC adoption behaviour of research cases.

Case code Educational concept MOOC Orientation

Matching

degree

MOOC adoption

behaviour

Teacher X

Making quality education resources

benefit the general public was the

responsibility and pursuit of the

university

MOOC would make

education fairer and

society more

progressive

High

Two MOOCs had been

opened and applied in

practical teaching

Teacher S

Scientific research, teaching and

communication should combine

and promote each other in practice

MOOC was the link

and communication

means between

scientific research and

teaching

High

One MOOC had been

opened

Teacher M

Teaching should be updated in real

time with the development of

subjects and the change of concepts

MOOC was a means of

mass communication of

knowledge

Low No plans to open MOOC

Teacher D

Teaching was the process of

interaction between teachers and

students, learning from each other,

and creating together

MOOC was a resource

carrier which can

realize long-distance

transmission

Partial

matching

Recognize education

value of MOOC, but have

no intention to open

MOOC for the time being

Teacher W

Individualized teaching was

important and indispensable

MOOC was a technical

tool for service teaching

Partial

matching

No plan to open MOOC

for the time being.

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people know about our academic achievements, and

through more cooperation, to bear more fruits, which

in turn can support us in doing more basic research."

In the view of Teacher S, MOOC was a link and

communication means that can connect scientific

research and teaching. Its important function was to

spread the academic achievements more widely, to

enhance the influence of research and teaching and

create more resources and convenient conditions for

the further development of research and teaching,

which was consistent with the education concept of

him.

For the active participant of MOOC, they tended

to view the rationality and development potential of

MOOC from a more macro and integrated

perspective. In their opinion, as an education

communication technology, MOOC was the product

of the deep integration of education and technology

in the internet era, which met the development needs

of education in the era of lifelong learning and was

an important means and approach to realize their

education concept.

4.2.2 Low Matching Degree: Calm

Bystander

When the education concept of teachers and their

orientation of MOOC cannot match or even

contradict each other, teachers tended to look on or

even reject MOOC, thus forming the calm bystander

identity.

Teacher M was a typical representative of this

type. In Teacher M's education concept, the

curriculum resources needed for teaching should be

updated in real time with the development of times

and subjects, rather than being static. However, the

current technical limitations made it impossible to

match the orientation of MOOC with their education

concept. "The course of mine is still in development,

so I need to update it every year and add some latest

research results. At least I know that the current

(MOOC) technology cannot do this, so I have no

plan to open a MOOC." Teacher M said.

At present, the main knowledge transfer form

commonly adopted by MOOC is teaching video.

Due to the complexity and professionalism of

technical operation, the labour and material costs of

modifying and updating MOOC video are relatively

high, which to some extent hinders the timely

modification and updating of MOOC video.

Especially for the subject under development, there

are still significant limitations on the applicability of

the prior art to such courses. As a result, Teacher M

could not perceive the convenience and

effectiveness of MOOC technology applied in

teaching, and the orientation of MOOC could not

conform to her educational concept, thus hindering

the willingness to adopt MOOC in practice.

4.2.3 Partial Matching: Cautious

Investigator

When teachers did not deny the value and

significance of MOOC, but the orientation of

MOOC could not completely conform to their

education concept, teachers tended to take a slightly

cautious attitude towards participating in the practice

of MOOC, thus forming the identity of cautious

investigator.

Teacher D was a typical cautious investigator.

He affirmed that MOOC rely on the Internet to

realize the long-distance transmission of education

resources. “The benefits of MOOC are ' far ', and for

some remote areas where teacher conditions are not

ideal, the benefits of MOOC are reflected.” Teacher

D mentioned in the interview. When it came to his

willingness to use MOOC, Teacher D first explained

his own educational concept from the aspects of

teaching and curriculum. In his opinion, he believed

that the most important and essential part of teaching

was based on the timely interaction and feedback,

through the exchange of different ideas and

collisions would often burst out new inspiration,

resulting in the unexpected harvest beyond the class

itself. As Teacher D mentioned in the interview, "I

believe that teaching isn’t just a study of certain

knowledge, but a process in which teachers and

students learn and create together. In face-to-face

communication with students, through eye contact,

timely raising new doubts, and organizing students

to carry out discussions, can create new inspirations

and progress, which can’t be achieved by network

communication. ”Since all learning behaviours in

MOOC teaching are carried out in the network

environment, the time and space differences in the

network environment prevent timely interaction and

feedback in the teaching process, and the lack of

evaluation and feedback also reduce the learning

effect and learning depth, which are incompatible

with Teacher D's educational concept. Therefore, in

view of the above considerations, Teacher D had no

intention to adopt MOOC for the time being.

Similar to Teacher D, Teacher W did not deny

the value of MOOC. He expounded his views from

the perspective of discipline characteristics and the

feasibility of MOOC in teaching practice. As a

science and engineering teacher, Teacher W always

believed that teaching should be a kind of

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personalized and creative activity in his educational

concept, and teachers should comprehensively

determine the teaching content and teaching method

of a class based on the characteristics of learners,

characteristics of knowledge points, teaching

progress and other factors. However, since the

audience of MOOC are the general public rather

than a specific group, it is difficult for MOOC

teachers to implement personalized teaching. Just as

Teacher W said, "when lecturing through mass

media, the speeches are definitely standard and

formal, so that there will be no personalized things

in the lecturing. Students will only understand

without deep feelings.”

In the absence of a measure of rationality and

effectiveness, the "standard" teaching method seems

to be the best choice for insurance and error-free.

However, standardization has resulted in the lack of

individualization in MOOC teaching and the loss of

the original vividness of many teaching methods.

From the perspective of instrumental rationality, as a

teaching tool, MOOC cannot meet their own

teaching requirements. Therefore, the attitude of

Teacher W hold participating in the practice of

MOOC was also cautious.

For the calm bystander and cautious investigator

of MOOC, they were more likely to consider their

willingness to adopt MOOC from the perspective of

the feasibility and effectiveness of technology

application in teaching. Due to the limitations of

external factors such as technology, which could not

meet the educational concept and actual teaching

needs, these type of teachers' willingness to adopt

MOOC were hindered.

5 CONCLUSION AND

DISCUSSION

According to the Online Education Communication

System (Guo, 2014), in the context of online

education, the "teaching dialogue" of continuous

interaction between teachers and students is a

necessary category of online course design. Driving

the four elements to continuously move and develop,

forming an effective network teaching process, the

core of the dynamic system is online teaching

activities. Only when all elements (learners,

teachers, resources and environment) form a system

under the organization of teaching activities can

realize their education function and purpose.

However, from the current MOOC practice, due to

the large proportion of teachers and students, it is

difficult for teachers to achieve direct and real

interaction with each learner, and they do not have

enough energy to pay attention to and promote

whether each learner can obtain positive learning

results (Xu, 2015).

On the other hand, different from mass

communication, education communication

emphasizes "teaching students according to their

aptitude", which is a kind of "subdivision

communication" aimed at specific audiences and

individual differences (Guo et al., 2013). Whether it

is the choice of teaching resources, the explanation

of teachers, and the feedback of teachers to students,

it is necessary to consider the cognitive level and

personality characteristics of specific learners.

However, at present, MOOC have not been able to

solve the hierarchical and classified subdivision

requirements in education communication. Most

MOOC are still teacher-centred traditional

knowledge transmission modes. Therefore, it is not

difficult to understand that many teachers in the

interview have a deviation from the educational

function understanding and attribute orientation of

MOOC, which is actually caused by the trend of

“emphasizing resources and neglecting teaching” in

the existing MOOC teaching practice.

The educational idea arises from the educational

practice, and has the guidance and the orientation

function to the education practice. Through the case

study of MOOC technology adoption behaviour and

influencing factors, this study found that the

matching degree between teachers' technical

concepts and education concepts ultimately

determines teachers' willingness to adopt a certain

technology. Only when the two concepts achieve a

certain degree can teachers adopt positive adoption

of new technologies. In addition, the perceived

usefulness and ease of use of teachers will affect the

formation of teachers' technical ideas, which

indirectly affect teachers' willingness and behaviour

to adopt technology. In this study, when considering

the adoption of MOOC technology, teachers will

first consider the applicability, feasibility and

effectiveness of MOOC in practical teaching by

considering the characteristics of their own

disciplines and courses. At the same time, the

operability of the existing MOOC technology and

the perception of the availability of external

technical support will affect the teacher's technical

orientation of MOOC, which indirectly affects the

teacher's adoption of MOOC. This finding fits into

the core of the theories related to rational behaviour

and technology acceptance, that is, any external

variable can indirectly affect individual behaviour

by influencing internal psychological variables.

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151

The research value of this study is mainly

embodied in two aspects. Firstly, for front-line

college teachers, their concepts of education and the

education orientation of MOOC can be self-tested to

determine whether they are suitable for MOOC

teaching or opening MOOC in person. Secondly, for

college administrators, the willingness and

behaviour of teachers to adopt new technologies can

be indirectly affected by providing effective

technical support and facilitating conditions to

increase teachers' perception of technology usability.

During the process of this study, the following

questions can be further explored. These questions

include: How do the front-line teachers produce the

educational orientation of MOOC? How does the

college atmosphere and environment affect the

formation of teachers' teaching concept and

technical concept? For those teachers with MOOC

practical experience, how their MOOC teaching

practice implemented? Does the practical experience

of MOOC influence their attitude and positioning

towards MOOC? The above problems can be further

analysed and discussed in subsequent studies to help

researchers have a deeper understanding of MOOC

teaching problems.

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