The adoption of e-learning beyond MOOCs for higher education

• DOI: https://doi.org/10.1108/IJAIM-08-2020-0129
• Published date: 25 November 2020
• Date: 25 November 2020
• Pages: 217-227
• Subject Matter: Accounting & finance,Accounting/accountancy,Accounting methods/systems
• Author: Chunhui Liu

The adoption of e-learning beyond

MOOCs for higher education

Chunhui Liu

Accountancy Department, Business School, Shantou University, Shantou, China

and Finance Department, Southern University of Science and Technology,

Shenzhen, China

Abstract

Purpose –This paper aims to explorefactors inf‌luencing university students’intent to take formal lectures

completelythrough e-learning with cloud meetings.

Design/methodology/approach –This study has surveyed Chinese students who have experienced

e-learning with cloud meetings as well as traditional massive open online courses (MOOC) without live

dialogues. The data are analysed based on structural equation modelling to assess factors inf‌luencing

students’intentto choose e-learning with cloud meetings.

Findings –The f‌indings show that as per the technology acceptance model, e-learningstudents who f‌ind

learning to be easier with cloud meetingsthan MOOCs believe cloud meeting courses to be more benef‌icial

and thus are morewilling to take e-learning with cloud meetings.

Originality/value –This study compares e-learning with cloud meetings with MOOCs without live

dialoguesfor the f‌irst time to highlight the value of open dialogues in real time for effective e-learning.

Keywords e-learning, MOOCs, Technology acceptance model, Cloud meetings,

Transactional distance theory

Paper type Research paper

Introduction

E-learning systems that allow students online access to learning content have been on the

rise for higher education (Herrador-Alcaide et al., 2019;Weidlich and Bastiaens, 2018;Zhu

et al.,2018).Most universities have offered partial, blended,or fully online e-learning courses

since the late 1990s (Park, 2009). Over one millionstudents in the world are receiving online

education with 40% getting their course assessments online(Zhao, 2003). In the USA, 60%

of courses offered at universities are available online (Zhao, 2003). As more than 2,800

colleges and universities in the USA have listed online learning as critical to the long-term

strategic plan, faculty members are asked to develop and teach online courses (Chiasson

et al.,2015). The COVID-19 pandemic has made e-learning the only option available to

billions of studentsduring the highly risky period (Valverde-Berrocosoet al.,2020).

The author greatly appreciates the anonymous reviewers and editor Xin Luo for their constructive

and enlightening feedback and suggestions.

Erratum: It has come to the attention of the publisher that the article Liu, M. and Liu, C. (2020),

“The adoption of e-learning beyond MOOCs for higher education”,International Journal of

Accounting & Information Management, Vol. ahead-of-print No. ahead-of-print. https://doi.org/

10.1108/IJAIM-08-2020-0129 includes incorrect author name for Professor Chunhui Liu. This error

was introduced in the editorial process and has now been corrected in the online version. The

publisher sincerely apologies for this error and for any inconvenience caused.

Adoption of

e-learning

beyond

MOOCs

217

Received10 August 2020

Revised6 October 2020

Accepted14 October 2020

InternationalJournal of

Accounting& Information

Management

Vol.29 No. 2, 2021

pp. 217-227

© Emerald Publishing Limited

1834-7649

DOI 10.1108/IJAIM-08-2020-0129

The current issue and full text archive of this journal is available on Emerald Insight at:

https://www.emerald.com/insight/1834-7649.htm