MASSIVE OPEN ONLINE COURSES (MOOCs): STUDENTS’ AWARENESS KNOWLEDGE, HOW-TO KNOWLEDGE, ACTUAL USAGE, PERCEIVED USEFULNESS, ATTITUDE AND INTENTION TO USE MOOCs FOR ACADEMIC PURPOSES

This data was derived from postgraduate students of International Islamic University Malaysia (IIUM).The researcher employed a quantitative research design as the research is statistical in nature. In order to determine the extent of IIUM postgraduate students’ awareness knowledge of MOOCs (Massive Open Online Courses), how-to knowledge of MOOCs, perceived usefulness of MOOCs, attitude towards MOOCs, actual usage of MOOCs and their intention to use MOOCs for academic purposes, survey developed by Davis (1989), Chen et al. (2008), Venkatesh (2000), Hu and Chau (2001), Lin and Overbaugh (2009), Taylor and Todd (1995) were adapted and used. The researcher following a systematic procedure, self-developed some items in order to appropriately address the research question. The instrument in all contains 32 items measuring all the constructs under study. The respondents gave their degree of agreement and disagreement on 5-Likert scale with response category (strongly disagree 1, disagree 2, neutral 3, agree 4, and strongly agree 5). The sample comprised 190 postgraduate students selected from six kulliyyahs using stratified random sampling. The data collection procedure was done through self-administered questionnaires during lecture hours after a permission was granted by the lecturers and IIUM Center for Postgraduate Studies. Students were also invited to respond to the questionnaires after their classes at the various lecture halls in their respective Kulliyyahs, at the hostels, library, and cafeterias. The Statistical Package for the Social Sciences (SPSS) version 17 software was utilised in analysing the data. The analysis procedure made use of descriptive statistics to analyse the demographic characteristics of the respondents as well as determine the percentages, frequencies, means, and standard deviations of the extent of awareness knowledge, how-to knowledge of MOOCs, perceived usefulness, attitude, actual usage and intention to use MOOCs for academic purposes.