%0	Conference Proceedings
%A	Song, Zhao Xun
%A	Cheung, Mei Fung
%A	Prud'Homme, Stephane
%C	Singapore, China, Asia
%D	2017
%E	Ma, Will W.K.
%E	Chan, Chi-Keung
%E	Tong, Kar-wai
%E	Fung, Heidi
%E	Fong, Cheuk Wai Rose
%I	Springer Singapore
%K	intention-based models
%K	MOOCs
%K	research methods
%K	theoretical frameworks
%P	47-65
%R	https://doi.org/10.1007/978-981-10-4346-8_5
%T	Theoretical frameworks and research methods in the study of MOOC/e-Learning behaviors: A theoretical and empirical review
%U	https://link.springer.com/chapter/10.1007/978-981-10-4346-8_5
%X	The field of research on Massive Open Online Courses (MOOCs) and other online Learning Management Systems (LMS) is very comprehensive. Dozens of theories or intention-based models are used by scholars as theoretical frameworks or basis to deal with the user attitudes, intentions, acceptance, and adoption. Among these frameworks, the Theory of Planned Behavior (TPB), the Technology Acceptance Model (TAM), and The Unified Theory of Acceptance and Use of Technology (UTAUT) are the most widely used models. However, studies on these competing frameworks and models are sparse. In response to the rapid rise of MOOCs and the lack of research examining users' intention to adopt this revolutionary initiative, this study provides a theoretical and empirical review of the three major theoretical models in an attempt to shed lights on future research about the mechanism influencing users' intention or behaviors of adopting MOOCs for long-distance learning. Research methods adopted by scholars using these frameworks are also summarized.
%8	05/2017
%@	978-981-10-4346-8
%*	yes