Investigating Teachers’ Changing Perceptions Towards MOOCs Through the Technology Acceptance Model
Year: 2025
Type: article
Abstract: While MOOCs have gained prominence in higher education, their role in fostering pedagogical and technological readiness among teachers remains underexplored. This study addresses this gap by leveraging the Technology Acceptance Model to investigate how MOOCs influence teachers’ digitally inclined attitudes and therefore professional growth. By employing a mixed-methods approach, the research explores how perceived usefulness and perceived ease of use influence participants’ behavioural intentions, the emergence and use of MOOCs in teacher education and learning practices from MOOCs. A total of (n = 144) primarily teachers, in their pre-service and in-service stage, completed the “Teaching Thinking” MOOC. Data collection involved pre- and post-course surveys, as well as open-ended questionnaires for a subset of participants. Quantitative findings revealed initial ambivalence toward MOOCs, with moderate Perceived Usefulness and Perceived Ease of Use scores, tempered by concerns over time management and platform usability. Post-course analysis showed significant improvements in participants’ perceptions, highlighting increased acceptance and acknowledgment of MOOCs’ flexibility and access to diverse resources. Qualitative insights underscored key factors driving these shifts, including instructor support, peer interactions, and self-directed learning environment. Results suggest that MOOCs foster critical skills such as time management, problem-solving, and professional engagement while contributing to participants’ self-efficacy and readiness to integrate technology into teaching practices. Challenges identified include technical barriers, lack of personalised feedback, and initial reluctance to adopt online learning. This study underscores MOOCs’ transformative potential in teacher education, emphasising the importance of tailored course design, supportive learning environments, and strategic policy initiatives to enhance engagement and outcomes.
Source: Education Sciences
Authors: Patrick Camilleri, Abeer Watted, Michelle Attard Tonna
Institutions: University of Malta, Al-Qasemi Academic College of Education
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W4415283430