Citation

Yu, Changsheng (2026) Behavioral and socio-economic determinants of MOOC acceptance among undergraduate students in Sichuan, China: Integrating UTAUT2 and Marxist theory. PhD thesis, Multimedia University.

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Abstract

The use of Massive Open Online Courses ( MOOCs ) has drastically changed the higher education system, especially in such areas as Sichuan, China, where the impact of socio-economic and infrastructure gaps creates certain obstacles to online education. Based on that, this thesis focuses on exploring the undergraduate students' acceptance of the MOOCs in the post-COVID-19 context, focusing on specific behavioral elements of the learners involved in it, as well as on the systemic factors that could influence their engagement and outcomes of the learning process. Combining the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and the Marxist education theory, the research provides the most elaborated framework to study the use of MOOCs within a socio-economically heterogeneous area. In the mixed-methods design, the key constructs within UTAUT2 variables are tested quantitatively, i.e., performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit to detect personal-level determinants related to MOOCs acceptance. This is supplemented by qualitative accounts collected using semi-structured interviews, which addresses larger structural and ideological influences including socio- economic inequality, commodification of education and institutional policies through a Marxist perspective. The interconnection of these theoretical lenses will allow the combination of a subtle examination of micro-level and macro-level factors on MOOC adoption. The results demonstrate that even though, on an individual level, such aspects as performance expectancy and facilitating conditions contribute largely to the development of behavioral intention, the presence of such systemic constraint as digital inequality and commodification of MOOCs modify these interactions to considerable extent. This paper has revealed the unequal influence of socio-economic inequalities on the capacity to consume MOOCs successfully, so establishing inclusive, fair education approaches is essential. The study will add to the literature owing to the fact that it will fill the gap between behavioral technology acceptance models and critical socio-economic analysis. It also offers practical suggestions to teachers, policy-makers and MOOCs developers in improving the availability, interaction and success of MOOCs especially in areas that are socio-economically diverse. The lessons learned are not limited to Sichuan and can serve as good guidance in overcoming similar problems in other parts of the world and contribute to maintaining the global dialogue on the idea of providing all people with equal digital educational opportunities.

Item Type:	Thesis (PhD)
Additional Information:	Call No.: LB1044.87 .Y83 2026
Uncontrolled Keywords:	MOOCs (Web-based instruction)
Subjects:	L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice)
Divisions:	Faculty of Management (FOM)
Depositing User:	Ms Nurul Iqtiani Ahmad
Date Deposited:	05 Oct 2026 03:24
Last Modified:	05 Oct 2026 03:24
URII:	http://shdl.mmu.edu.my/id/eprint/16866

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