The Massive Open Online Course (MOOC) platform used in the Islamic and Asian Civilization (TITAS) course is a transformation of new teaching and learning methods that increase students’ interest to deepen their knowledge in civilization and current global issues. This study will measure the level of public university student’s acceptance of perceived ease of use, perceived usefulness and attitude towards the MOOC TITAS platform. The study employed a quantitative approach and was conducted among the first-year students in 19 Malaysian public universities by distributing online questionnaire instruments in the google form. The study used the purposive sampling technique and a total number of 1373 university students from five different zones (North Zone, Central Zone, South Zone, East Zone, and Sabah/Sarawak Zone) were involved as respondents. The value of Cronbach’s Alpha for the pilot test was 0.972 and data were analysed using SPSS 25.0. This study found that public university students have a good level of acceptance of the perceived ease of use, perceived usefulness and attitude towards the MOOC TITAS platform with mean value of 4.0. As a competent and effective platform, the MOOC TITAS platform corresponds to the online learning especially during the Covid-19 pandemic. MOOC platform also provides opportunities for students to have quick access to their lecture notes, activities and assessment regardless of time and location constraints.
Ab. Halim, A., Yusoff, M. A. N., Ab. Majid, A., Othman, N., Azri, N., and Samir, M. N. (2019). Students’ acceptance towards MOOC TITAS version 2.0 application in Malaysian public universities. Proceeding of Civilization, Ethnic and Turath Islami, USIM, Negeri Sembilan, 19 October 2019.
Ab. Halim, A., Othman, N., Ab. Majid, A., Yusoff, M. A. N., Azri, N., and Samir, M. N. (2022). Students’ perception on the effectiveness of Islamic and Asian Civilization MOOC as a blended learning course. International Journal of Academic Research in Business and Social Sciences, 11(22), 2619-2632.
Adams, D. A., Nelson, R. R., & Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: A replication, MIS quarterly. 227-247.
Albelbisi, N. A., & Yusop, F. D. (2020). Systematic Review of a Nationwide MOOC Initiative in Malaysian Higher Education System. Electronic Journal of e-Learning, 18(4), 288–299.
AlKhaleel, A. (2019). The advantages of using blended learning in studying English as a foreign language at the University of Tabuk. Modern Journal of Language Teaching Methods (MJLTM), 9(2), 1-7.
Bazelais, P., & Doleck, T. (2018). Blended learning and traditional learning: A comparative study of college mechanics courses. Education and Information Technologies, 23(6), 2889-2900.
Chen, H. R., & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and program planning, 35(3), 398-406.
Chen, J., Zhou, J., Wang, Y., Qi, G., Xia, C., Mo, G., & Zhang, Z. (2020). Blended learning in basic medical laboratory courses improves medical students’ abilities in self-learning, understanding, and problem solving. Advances in Physiology Education, 44(1), 9-14.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
De Moura, V. F., De Souza, C. A., & Viana, A. B. N. (2021). The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students. Computers & Education, 161, 104077.
Demaidi, M. N., Qamhieh, M., & Afeefi, A. (2019). Applying blended learning in programming courses. IEEE Access, 7, 156824-156833.
Durodolu, O. (2016). Technology Acceptance Model as a predictor of using information system'to acquire information literacy skills, Library Philosophy & Practice.
Kiraz, E., & Ozdemir, D. (2006). The relationship between educational ideologies and technology acceptance in pre-service teachers. Journal of Educational Technology & Society, 9(2), 152-165.
Lase, D. (2019). Education and Industrial Revolution 4.0. Jurnal Handayani PGSD FIP UNIMED, 10(1), 48–62.
Lau, S. H. (2008). An empirical study of students' acceptance of learning objects. Multimedia University.
Li, K. C., Wong, B. T. M., Chok, E. W. S., & Lee, T. (2014). Profiling the characteristics of MOOC platforms. Proceedings from the 28th Annual Conference of the Asian Association of Open Universities, Hong Kong, China. pp. 476-485.
Mahajan, M. V., & Kalpana, R. (2018). A study of students’ perception about e-learning. Indian Journal of Clinical Anatomy and Physiology; 5(4).
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Massive Open Online Courses: Digital Ways of Knowing and Learning.
Mokhtar, M. R. A., Mohad, A. H., Sulaiman, M., & Abdul Latiff, L. (2019). Blended learning dalam kursus TITAS: Kajian terhadap penggunaan TITAS MOOCs dalam kalangan pelajar UMS. Jurnal Sains Insani.
Mokhtar, M. R. A., Mohad, A. H., Sulaiman, M., & Ab. Latiff, L. (2018). Students' acceptance of the titas MOOCs learning module in University Malaysia Sabah. International Journal of Civil Engineering and Technology. 9. 487-495.
Yusoff, M. A. N. (2019). Massive Open Online Course practices in teaching and learning of Islamic and Asian Civilization (TITAS) and Ethnic Relations (HE) public universities (UA) and private (US) 21st Century. E-learning carnival. UTeM. 27 July 2017.
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394.
Osman, N., & Hamzah, M. I. (2017). Hubungan Kesediaan Pelajar Mengikuti Pembelajaran Berasaskan Blended Learning Berdasarkan Jantina Dan Program. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 4(2), 1–9.
Penny, W., Friston, K., Ashburner, J., & Kiebel, S. (2011). Statistical parametric mapping: The analysis of functional brain images. London: Academic Press.
Shahroom, A. A., & Hussin, N. (2018). Industrial Revolution 4.0 and Education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314–319.
Teo, T. (2016). Modelling Facebook usage among university students in Thailand: The role of emotional attachment in an extended technology acceptance model. Interactive Learning Environments, 24(4), 745-757.
Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for higher education.
Yue, W. S., & Attaran, M. (2017). The Effectiveness of a Massive Open Online Course (MOOC) Environment in a Higher Education Institution in Malaysia. Journal of Informatics and Mathematical Sciences, 9(4).
Yusop, F. D., Abu Hassan, Z. F., Hamzaid, N. A., Firdaus, A. S. F., Danaee, M., Chen, Y. M., Kahmis, M. H. K., Hassin, N., Abdul Ghaffar, F., Sulaiman, A. H. (2020). Preparing Academics for Open Access Education: UM’s Journey from Moodle to MOOCs, p.41-51.
In-Text Citation: (Halim et al., 2022)
To Cite this Article: Halim, A. A., Othman, N., Azri, N., & Samir, N. M. (2022). Perceived Ease of Use and Perceived Usefulness of MOOC TITAS Platform in The Era of Revolution Industri 4.0. International Journal of Academic Research in Business and Social Sciences, 12(10), 302– 312.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
