Exploring learner acceptance and experience in MOOCs among higher vocational students from a TAM perspective: a case study of college English course.

ABSTRACT: This study investigates higher vocational students' acceptance of a College English MOOC through the technology acceptance model (TAM). A survey of 434 students was analyzed using structural equation modeling (SEM). The findings confirm core TAM relationships: perceived ease of use (PEOU) significantly enhances perceived usefulness (PU), which in turn fosters a positive attitude toward use (ATU) and increases intention to use (IU). Furthermore, IU positively impacts the learning experience (LE). A key discovery is the negative effect of ATU on LE, suggesting that initial attitude alone does not guarantee a positive experience, which may be more critically shaped by course content and instructional design. This study enriches the TAM literature within vocational education and provides pract

SUBMITTER: Hou S 

PROVIDER: S-EPMC12698547 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature