Investigating the acceptance and use of massive open online courses (MOOCs) for health informatics education

[1] Khan IU(2018)Predicting the acceptance of MOOCs in a developing country: application of task-technology fit model, social motivation, and self-determination theory Telemat Inf 35 964-78

[2] Hameed Z(2015)Precise effectiveness strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs Comput Hum Behav 47 108-18

[3] Yu Y(2016)Higher education and the digital revolution: about MOOCs, SPOCs, social media, and the Cookie monster Bus Horiz 59 441-50

[4] Islam T(2015)What’s the matter with ‘technology-enhanced learning’? Learn Media Technol 40 5-20

[5] Sheikh Z(2021)Toward a model for acceptance of MOOCs in higher education: the modified UTAUT model for Saudi Arabia Educ Inf Technol 26 1589-605

[6] Khan SU(2020)Using multi-platform learning analytics to compare regional and global MOOC learning in the arab world Comput Educ 146 103776-32

[7] Muñoz-Merino PJ(2017)Continuance intention to use MOOCs: integrating the technology acceptance model (TAM) and task technology fit (TTF) model Comput Hum Behav 67 221-91

[8] Ruipérez-Valiente JA(2017)Antecedents of student MOOC revisit intention: moderation effect of course difficulty Int J Inf Manag 37 84-84

[9] Alario-Hoyos C(2020)Drivers and barriers to MOOC adoption: perspectives from adopters and non-adopters Online Inf Rev 44 671-50

[10] Pérez-Sanagustín M(2013)Embedding a learning management system into an undergraduate medical informatics course in Saudi Arabia: lessons learned Med 2 0 2 e13-9

[1] Khan IU(2018)Predicting the acceptance of MOOCs in a developing country: application of task-technology fit model, social motivation, and self-determination theory Telemat Inf 35 964-78

[2] Hameed Z(2015)Precise effectiveness strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs Comput Hum Behav 47 108-18

[3] Yu Y(2016)Higher education and the digital revolution: about MOOCs, SPOCs, social media, and the Cookie monster Bus Horiz 59 441-50

[4] Islam T(2015)What’s the matter with ‘technology-enhanced learning’? Learn Media Technol 40 5-20

[5] Sheikh Z(2021)Toward a model for acceptance of MOOCs in higher education: the modified UTAUT model for Saudi Arabia Educ Inf Technol 26 1589-605

[6] Khan SU(2020)Using multi-platform learning analytics to compare regional and global MOOC learning in the arab world Comput Educ 146 103776-32

[7] Muñoz-Merino PJ(2017)Continuance intention to use MOOCs: integrating the technology acceptance model (TAM) and task technology fit (TTF) model Comput Hum Behav 67 221-91

[8] Ruipérez-Valiente JA(2017)Antecedents of student MOOC revisit intention: moderation effect of course difficulty Int J Inf Manag 37 84-84

[9] Alario-Hoyos C(2020)Drivers and barriers to MOOC adoption: perspectives from adopters and non-adopters Online Inf Rev 44 671-50

[10] Pérez-Sanagustín M(2013)Embedding a learning management system into an undergraduate medical informatics course in Saudi Arabia: lessons learned Med 2 0 2 e13-9