[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591319-105":59,"doc-detail-591319-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-learner-model-for-moocs-evidence-from-southwest-china","A learner model for MOOCs: Evidence from Southwest China","","Study investigates factors driving Massive Open Online Courses (MOOCs) usage among college students in Southwest China using Structural Equation Modeling within the Technology Acceptance Model. Probability sampling gathered survey data from 602 participants over ten days across seven sections covering perceived ease of use, usefulness, and value. Results show perceived usefulness strongly determines engagement, while attitude functions as a critical mediator. Findings extend TAM by highlighting cultural and regional specifics and inform targeted strategies and MOOC design suited to students’ educational expectations and preferences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-learner-model-for-moocs-evidence-from-southwest-china/591319/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-learner-model-for-moocs-evidence-from-southwest-china/591319.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which theoretical frameworks guide the MOOC usage analysis in this study?","Question",{"text":112,"@type":113},"The study applies Structural Equation Modeling and the Technology Acceptance Model (TAM) to examine factors affecting MOOC usage among college students in Southwest China.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and how large was the sample?",{"text":117,"@type":113},"Data were collected from 602 participants using probability sampling through an online survey distributed over ten days.",{"name":119,"@type":110,"acceptedAnswer":120},"What main factor most strongly influences student engagement in MOOCs?",{"text":121,"@type":113},"Perceived usefulness significantly impacts user engagement, and attitude serves as a critical mediator in the relationships studied.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591319,1792162406,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 12(3), pp. 164-181, August 2024  \nDOI: 10. 30918/AERJ.123.24.044 ISSN: 2354-2160  \nFull Length Research Paper  \nA learner model for MOOCs: Evidence from Southwest China  \nZhao Li, Jirawan Deeprasert* and Songyu Jiang  \nRattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Salaya, Nakhon Pathom, 73170, Thailand.  \nAccepted 13 August, 2024  \n\n| ABSTRACT\u003Cbr>This study employs Structural Equation Modeling (SEM) and the Technology Acceptance Model (TAM) framework to explore the factors influencing Massive Open Online Courses (MOOCs) usage among college students in Southwest China. Using probability sampling, data were collected from 602 participants through an online survey distributed over a period of ten days, yielding a robust sample for analysis. The survey, divided into 7 sections, focused on various dimensions of user interaction with MOOCs, including perceived ease of use, usefulness, and value. The findings indicate that perceived usefulness significantly impacts user engagement, with attitude serving as a critical mediator. The study's theoretical contributions include extending TAM by emphasizing cultural and regional specifics in MOOC adoption. Practically, the results suggest targeted strategies to enhance user engagement and highlight the importance of designing MOOC platforms that cater to the educational expectations and preferences of students in diverse socio-economic settings.\u003Cbr>Keywords: Massive Open Online Courses (MOOCs), Structural Equation Modeling (SEM), Technology Acceptance Model (TAM), perceived usefulness, perceived ease of use, user behavior. |\n| --- |\n| *Corresponding [author. E-mail: jirawan.dee@rmutr.ac.th](author. E-mail: jirawan.dee@rmutr.ac.th). |\n\nINTRODUCTION  \nDigital platforms have emerged as a pivotal medium for enhancing educational access and outreach, with university-based MOOCs in China being a prominent example of this trend (McCann et al. , 2023) . Massive Open Online Courses (MOOCs) represent a significant advancement in digital education, offering accessible and flexible learning opportunities to a broad audience (Çakiroğlu et al. , 2024) . These platforms are particularly pivotal in democratizing education, allowing universities to extend their reach beyond traditional campus boundaries. In China, MOOCs are integral to the national educational strategy, aimed at enhancing lifelong learning and workforce skills amidst rapid socio-economic changes (Cheng and Li, 2024) . Despite their potential, there exists a notable gap in their effective utilization, especially in motivating Chinese college students to engage actively in  \ntheir learning journeys (Geng and Jin, 2023) .  \nResearch indicates that many students in China perceive MOOCs as less effective compared to traditional classroom settings (Du, 2023) . This perception can be attributed to factors such as the quality of online content, the strength of virtual interactions, and overall learning environments (Han and Geng, 2023) . Moreover, there's a significant challenge in aligning the outcomes of MOOC education with job market demands, suggesting a disconnect between the skills provided through MOOCsand those valued by employers (Song et al. , 2024) .  \nSouthwest China, located in the inland region, has relatively weaker educational resources compared to the eastern and southern parts of the country (Yun et al. , 2024) . Particularly in the context of digital transformation in education, the Chinese government actively encourages  \nLi et al. 165  \nhigher education institutions in the Western regions to utilize digital open learning platforms and resources (Liu et al. , 2024) . This initiative aims to integrate knowledge from world-class and renowned Chinese higher education institutions into the learning lives of students and teachers (Xu, 2023) . The relatively underdeveloped economy of Southwest China results in lagging educat","cbCaioPOtnzQ7tDs","https://ap.wps.com/l/cbCaioPOtnzQ7tDs","pdf",451342,18,"English","# Introduction\n## Research gap and motivations\n## Southwest China context\n## Policy and adoption challenges\n# Methodology\n## Data collection and sampling\n## Analytical framework (SEM and TAM)\n# Results\n## Effects on engagement\n## Mediating role of attitude\n# Discussion\n## Theoretical contributions\n## Practical implications for MOOC design","[{\"question\":\"Which theoretical frameworks guide the MOOC usage analysis in this study?\",\"answer\":\"The study applies Structural Equation Modeling and the Technology Acceptance Model (TAM) to examine factors affecting MOOC usage among college students in Southwest China.\"},{\"question\":\"How was the data collected and how large was the sample?\",\"answer\":\"Data were collected from 602 participants using probability sampling through an online survey distributed over ten days.\"},{\"question\":\"What main factor most strongly influences student engagement in MOOCs?\",\"answer\":\"Perceived usefulness significantly impacts user engagement, and attitude serves as a critical mediator in the relationships studied.\"}]","A learner model for MOOCs: Evidence from Southwest China | PDF",1792071583,45]