Abstract:

Blended learning has recently come to the forefront of higher education, given its potential to amplify student engagement and improve learning outcomes. This research paper delves into the utilization of Coursera, an online learning platform held in high regard worldwide, as a tool for implementing blended learning in university environments.
The focus of our investigation is on how students behave and respond when Coursera is introduced as a supplementary learning aid in diverse courses while obtaining certificates simultaneously.
By utilizing the Technology Acceptance Model (TAM) as a theoretical underpinning, we meticulously scrutinize students' acceptance and adaptation to Coursera within their educational routine. The findings of this study reveal that Information Quality and Autonomous Motivation significantly influence students' acceptance of Coursera as a blended learning tool. These findings have important implications for the effective integration of online platforms like Coursera into university curricula at SMU University in Tunisia.

Keywords:

Blended learning, Coursera, online learning platform, SMU University Tunisia, Technology Acceptance Model (TAM), information quality, student engagement.