Adoption of MOOCs in Saudi Arabia for Health Administration and Informatics Education: Application of Self-Determination Theory and Media Richness to Behavioral and Actual Use

Online courses and distance learning are playing a significant role nowadays. These open, massive online courses (MOOCs) have garnered significant attention from academics, scholars, and policymakers; however, the literature offers limited empirical evidence, especially from a Saudi Arabian perspective. MOOCs help educators gain not only knowledge but also promote sustainability. The objective of this study was to investigate the impact of self-determination theory on the behavioral intention and actual use of MOOCs through the mediation of behavioral intention and media richness. For this purpose, convenience sampling was used, and data were collected from 145 respondents, including faculty members and students, across public and private sector universities. Smart PLS-SEM and CB-SEM were used to investigate the reliability, convergent validity, and discriminant validity by developing and testing measurement models using a confirmatory factor analysis. The hypotheses were tested using bootstrapping by developing structural models. The findings indicate that all the scales are reliable and valid, meeting the required threshold levels. Furthermore, all hypothesized relationships are positive and significant, except for the effect of perceived relatedness on the behavioral intention and actual use of MOOCs. Behavioral intention does not mediate the relationship involving perceived relatedness; however, it does mediate the relationships among perceived autonomy, competence, and actual use. Media richness also mediates the relationship between behavioral intention and actual use of MOOCs. The results suggest that MOOC providers should offer courses through renowned universities and adopt self-paced learning formats rather than fixed schedules. Additionally, learners should receive credits upon course completion, and these credits should be recognized by employers to enhance motivation for the continued use of MOOCs.