Research model and hypotheses

Research model and hypotheses
According to the arguments above, we draw upon adaptive structuration theory (AST) to develop a research model as depicted in
Fig. 1. Next, we will provide detailed justifications about the proposed hypotheses.
3.1. Structures of appropriation
AST claims that in a specific information system, structures reflect the beliefs, values, and goals as understood by the designers. In
other words, they are designed to reflect a spirit (Desanctis & Poole, 1994). By extension, the spirit is the “official line” that the
technology presents to the users regarding how to behave when using the system, how to interpret its characteristics, and how to fill in
gaps in the process which are not explicitly specified. Learners are unconditionally supported by MOOCs to attend courses, share
knowledge and collaborate (Cohen et al., 2019). Prior researchers have indicated several means that the MOOC system can afford to
support learners’ collaboration including the discussion forum (Wise et al., 2017) and peer assessment (Formanek et al., 2017). Thus,
we identify collaborative spirit as an essential concern for the MOOC system.
In this study, we define collaborative spirit as the general intent with respect to collaborative values and goals underlying the
system design of MOOCs. The spirit provides the “legitimation” for the technology by supplying a normative frame with regard to
behaviors that are appropriate in a specific system. Meanwhile, spirit can function as a means of expression, because it assists users in
understanding and interpreting the meaning of the technology (Desanctis & Poole, 1994). Specific to our study, the more collaborative
spirit it demonstrates, the more group learners will stick to the goals and values offered by the MOOC system. In this way, they are more
likely reaching an agreement on the system usage. The first hypothesis is put forward as follows:
H1. Collaborative spirit is positively related to consensus of appropriation
In addition to IT structures, group members can utilize the structural potentials offered by other sources, among which an
important element is the contents or constraints of the group’s tasks (DeSanctis et al., 2008). MOOCs improve communications and
interactions that can drive learners to consider other’ demands and to evaluate the impacts of their learning patterns on other learners
(Zhu et al., 2018). In this regard, group members are more likely to realize the importance of collaborative tasks (Sharma & Yetton,
2007). That is, the completion of learning tasks in MOOCs is dependent on the group’s joint effort. We thus consider interdependence
as a critical constraint for the MOOC tasks.
Task interdependence is defined as the extent to which group members rely on one another to perform and complete their works
(Van de Ven et al., 1976). In the MOOC context, as the dependence on one person shifts to multiple individuals, technologies are
supposed to accommodate different needs for these task variations (Razmerita et al., 2018). Hence, the features of tasks can affect
which technological structures are chosen for using, how the results are explained, and how they are applied. Thus, a high level of task
interdependence will lead to a more consistency on how the Internet and computer technologies should be used by MOOC learners. H2
is formulated below:
H2. Task interdependence is positively related to consensus of appropriation
For MOOCs, building relations with these learners who share the same intere