Students’ acceptance of e-learning in mathematics: Comparison between LMS and MOOC using SEM PLS approach

• Published in: AIP conference proceedings Vol. 1974; no. 1
• Main Authors: Tarmuji, Nor Habibah, Nassir, Asyura Abd, Ahmad, Salimah, Abdullah, Nurhidayah Masni, Idris, Aminatul Solehah
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 28.06.2018
• Subjects: Attitudes; CAI; Computer assisted instruction; Distance learning; Learning management systems; Least squares; Online instruction; Students; Teaching methods; Technology Acceptance Model; Technology utilization
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/1.5041708

The methods of teaching in class are also affected with the rise of technology used in education. The lecturer or instructor has to make an effort to use innovative ways of teaching to capture students’ attention and make the learning process become more enjoyable and effective. Therefore, this study was carried out with the objective to compare the students’ behaviour of adopting e-learning between using Massive Open Online Course (MOOC) and Learning Management System (LMS) especially in the subject of Pre-Calculus based on Perceived Resources and Technology Acceptance Model (PRATAM). Questionnaires were used to collect data from 109 students. Partial Least Square (PLS) path modelling and Partial Least Square-based Multi Group Analysis (PLS-MGA) were used to access the results on SMARTPLS 3.0 software. Based on PRATAM for LMS, results show that there is a positive direct effect between Perceived resource and Perceived ease of use, perceived usefulness and attitude toward using, Perceived usefulness and behavioural intention to use, perceived ease of use and perceived usefulness, attitude toward using and behavioural intention. Besides that, the significant path for MOOC results show that there is a positive direct effect between Perceived resource and Perceived ease of use, Perceived resource and perceived usefulness, Perceived resource and Behavioural intention, perceived usefulness and attitude toward using, Perceived usefulness and behavioural intention to use, perceived ease of use and perceived usefulness, attitude toward using and behavioural intention, and behavioural intention and actual system use. In multiple group analysis, the results show that student perceived resources on the usefulness using MOOC has greater impact compared to LMS. Besides that, student behavioural intention to use MOOC has greater impact compared to LMS. In conclusion, students prefer using MOOC over LMS since the available resource offer the usefulness of MOOC as a new learning technology for them.