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All Journal JETL (Journal Of Education, Teaching and Learning) International Journal of Multi Discipline Science (IJ-MDS)
Alasmari, Talal
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Education Health Professions Social Sciences

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MOOCs for Reskilling and Upskilling: A Perspective of Employees’ Acceptance Alasmari, Talal
International Journal of Multi Discipline Science (IJ-MDS) Vol 7, No 2 (2024): Volume 7 Number 2 August 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/ij-mds.v7i2.6260

Abstract

MOOCs have transformed professional development, yet businesses lack data on employee adoption, hindering the optimization of digital learning initiatives. This study investigated factors influencing Saudi Arabian employees' behavioural intentions and MOOC usage across sectors. Utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) model, we examined how performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioural intention affect MOOC adoption. Online surveys were distributed to 1036 participants from diverse industries using snowball sampling. This research employed the Partial-Least-Square-Structural-Equation-Modelling (P-L-S-S-E-M) approach in two phases. Results indicated that performance expectancy, effort expectancy, and facilitating conditions significantly impact employees' MOOC intentions and usage, while social influence does not. Years of experience and sector moderate these relationships. This research provided empirical evidence and actionable insights for corporations investing in MOOCs, suggesting strategies to address employee needs across sectors and experience levels, foster a supportive organizational culture, and incentivize MOOC usage for professional development and reskilling, particularly among more experienced employees.
Acceptance Factors of Generative AI in EFL Teaching: A Pedagogical Perspective Alasmari, Talal
JETL (Journal of Education, Teaching and Learning) Vol 9, No 2 (2024): Volume 9 Number 2 September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i2.6261

Abstract

The emergence of generative artificial intelligence (GenAI) has brought abundant potentials and challenges to the educational sector. This study explores the acceptance and adoption of GenAI in English language and its pedagogical affordability for EFL instructors in tertiary level institutions in the Kingdom of Saudi Arabia. An exploratory sequential mixed method was utilized in this study to gain in-depth insights into the quantitative findings. The first quantitative phase recruited 256 EFL instructors in Saudi Arabia while the follow-up qualitative phase incorporated 17 interviewees. The findings of this study indicate that anthropomorphism, trust, ethics and regulations, and pedagogical affordability are significant determinants of instructors’ acceptance  of GenAI. Conversely, instructors’ acceptance was not significantly influenced by communication capability of GenAI. Yet, there was no evidence of significant differences in GenAI acceptance or adoption due to demographic variables such as gender, age, and degree. The pedagogical affordances of GenAI appears to be the most acceptance factor specifically the productivity and efficiency that GenAI afford for instructors. The study recommends establishing ethical guidelines and embracing transparency and accountability to maintain academic integrity.
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