scholarly journals Indicators of Students’ Intention to Use Massive Open Online Courses for Academic Purposes

2018 ◽  
Vol 6 (3) ◽  
pp. 52-62
Author(s):  
Mukaramatu Tahiru ◽  
Rosemaliza Kamalludeen
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online

Perceived user satisfaction and intention to use massive open online courses (MOOCs)

2020 ◽  
Author(s):  
Irma Pozón-López ◽  
Elena Higueras-Castillo ◽  
Francisco Muñoz-Leiva ◽  
Francisco J. Liébana-Cabanillas
Keyword(s):  
User Satisfaction ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online

scholarly journals Awareness and Intention to Use Massive Open Online Courses by Law Students in Osun State, Nigeria

2021 ◽  
Vol 11 (4) ◽  
pp. 37-47
Author(s):  
E. A Adebayo ◽  
Y.T Babalola
Keyword(s):  
Undergraduate Students ◽  
Online Courses ◽  
Binary Logistic Regression ◽  
Law Students ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Validated Questionnaire ◽  
The Government ◽  
Good Number

A survey was carried out among undergraduate law students in universities in Osun State, Nigeria to determine the predictive influence of awareness on intention to use Massive Open Online Courses (MOOCs). Proportionate stratified sampling was used to select 356 out of a population of 3269 students. A validated questionnaire with Cronbach’s alpha reliability coefficient of 0.92 was used for data collection. A return rate of 100% was achieved. Data collected were analyzed using descriptive and binary logistic regression. Findings revealed that awareness of MOOCs significantly predicted intention to use MOOCs by the students (Odds Ratio=1.894; Wald Statistics=12.413, p=0.000). Findings further revealed that a good number of the respondents intend to use MOOCs (n=264, 78.3%). The Internet (n=92) was the main source of awareness of MOOCs, but slow internet connectivity (n=254) topped the list of constraints to the use of MOOCs by the students. The study concluded that awareness of MOOCs is critical to its use by undergraduate students in universities in Osun State. It was recommended that law librarians should create awareness of MOOCs among students. Also, law administrators, council of legal education and legal educators should work with the government to improve Internet facilities in the universities to enable law students take full advantage of MOOCs platforms. Keywords: Awareness, Massive Open Online Courses, Use, Law Students, Undergraduates

A multi-analytical approach to modeling of customer satisfaction and intention to use in Massive Open Online Courses (MOOC)

2019 ◽  
Vol 28 (8) ◽  
pp. 1003-1021 ◽  
Author(s):  
I. Pozón-López ◽  
Zoran Kalinic ◽  
Elena Higueras-Castillo ◽  
Francisco Liébana-Cabanillas
Keyword(s):  
Customer Satisfaction ◽  
Analytical Approach ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online

scholarly journals A Study on Influence of Web Quality and Self Efficacy on Massive Open Online Courses (MOOCs) Technology Adoption by Extending the Utaut Model with Reference to Student MOOC Users

2019 ◽  
Vol 7 (2) ◽  
pp. 47-53
Author(s):  
P B GovindAarajan ◽  
A R Krishnan
Keyword(s):  
Technology Adoption ◽  
Self Efficacy ◽  
Online Courses ◽  
Service Providers ◽  
Behavioural Intention ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Utaut Model ◽  
Web Quality

Massive Open Online Courses (MOOCs) is one of the most innovative ideas in modern learning methods. It helps people for autonomous study and to share globally excellent learning resources. Despite of many advantages in adopting MOOCs, many research studies have indicated that majority of MOOC users discontinues the course whose intentions of users are not clearly known. The purpose of this research is to find the influence the Web Quality (WQ) and Self Efficacy (SE) on massive open online courses technology adoption by extending the UTAUT model. Two new constructs Web Quality (WQ) and Self Efficacy (SE) were added to the existing UTAUT model constructs Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC) and the behavioural intention to use MOOC is determined as per the model. The study was conducted among college students who use MOOC and hence the sampling technique used was purposive sampling. The statistical tools used for analysis of the data are cross-tabulation, regression and for this SPSS software was used. The research revealed that web quality (WQ), and Self efficacy (SE) has significant influence on behavioural intension to use MOOC. The implication of this research is that the service providers get more light on the important factors which influence the behavioural intention to use MOOCs and to know the technology acceptance of MOOC.

scholarly journals Exploring MOOC Acceptance and Readiness among Postgraduate Students at a Higher Learning Institution

2019 ◽  
Vol 6 (1) ◽  
pp. 69-81
Author(s):  
Mukaramatu Tahiru ◽  
Rosemaliza Kamaludeen
Keyword(s):  
Online Courses ◽  
Research Question ◽  
Higher Learning ◽  
Perceived Usefulness ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Postgraduate Students ◽  
Actual Usage ◽  
The Impact

The pattern of learning in recent years have been impacted by the rise of Massive Open Online Courses (MOOCs). The impact of MOOCs on the field of education have been investigated by many researches. MOOCs, since their inception have attracted a considerable amount of attention within higher education. This study therefore examines the extent of IIUM postgraduate students’ awareness knowledge of MOOCs, how-to knowledge of MOOCs, actual usage of MOOCs, perceived usefulness of MOOCs, attitude towards MOOCs and intention to use MOOCs for academic purposes. The research question concentrated on the extent of the students’ awareness knowledge, how-to knowledge, perceived usefulness, attitude, actual usage, and intention to use MOOCs for academic purposes. One hundred and ninety respondents were involved in this study. The analysis procedure made use of descriptive statistics to find the percentages, frequencies, mean and standard deviation of data. The findings reveal that majority of the respondents do not have awareness knowledge and how-to knowledge of MOOCs. It also shows very few respondents have actual usage of MOOCs. However, majority of the respondents have positive attitude towards MOOCs and majority of them show their intentions to use MOOCs for academic purposes. The study reveals a vital implication on how IIUM ought to scheme policies to increase adequate awareness of MOOCs and more importantly its usefulness to students.

scholarly journals Egyptian Instructors and Massive Open Online Courses: An Attitudinal Intentional Study

2021 ◽  
Vol 16 (07) ◽  
pp. 191
Author(s):  
Mohammad Awad Al-Dawoody Abdulaal
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Online Courses ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Massive Open Online ◽  
Behavioral Intention To Use

Abstract — This study aims at investigating the Egyptian instructors’ attitude and behavioral intention to use and develop massive open online courses (MOOCs) (i.e. asynchronous, open-access, web-based courses geared toward enrolling hundreds of learners at a time). The study sample consists of 235 Egyptian university instructors belonging to nine Egyptian universities: Cairo, Ain Shams, Port Said, Suez, Mansoura, Helwan, South Valley, Damietta, and Zagazig universities. The data collected were analyzed within the framework of the Technology Acceptance Model (TAM) stating that there are three factors that influence the users’ decision about why, when and how they use modern technology: (1) perceived usefulness (PU), (2) perceived ease – of – use (PEOU), and (3) external variables. The results showed that the Egyptian instructors displayed strong positive attitude towards MOOCs (M = 5.56 and SD = 66%). Furthermore, the results showed that the participants have strong behavioral intention to use MOOCs (M = 4.99 and SD = 0.70) and strong behavioral intention to develop them (M= 5.91 and SD= 0.53). The results also displayed a moderate correlation between the participants’ attitude and behavioral intention to develop MOOCs (R = 0.474)

scholarly journals Factors Affecting Students’ Intention to Use Massive Open Online Courses

2021 ◽  
Vol 5 (3) ◽  
pp. 63-71
Author(s):  
An Minh Ngoc Pham ◽  
Thao Lai Phuong Pham ◽  
Gam Hong Huynh ◽  
Thu Hoang Minh Vo ◽  
Anh Ngoc Kim Nguyen ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Online Courses ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Massive Open Online Courses ◽  
Intention To Use ◽  
Massive Open Online ◽  
Surface Learning

Massive Open Online Courses (MOOCs) attract many researchers because of their massiveness, openness, machine and peer assessment, yet there are still many questions to be answered. This study was conducted at FPT University in Can Tho during the 2020-2021 academic year using the quantitative approach. A purposeful sampling technique was used to select 226 participants who partook at least one MOOC on the Coursera platform. The questionnaire consists of 18 items adapted from Technology Acceptance Model (TAM) developed by Davis (1989), and Learning Strategies, by Marton and Säljö (1976). The findings showed that perceived ease of use (PEOU), and perceived usefulness (PU) have a great impact on students’ intention to use MOOCs in the future, PU, however, has a stronger and more direct correlation to the acceptability of MOOCs. Furthermore, surface learning strategy has a negative effect on the intention to enroll in MOOCs while deep learning strategy was not significantly correlated with intended future use of MOOCs. More importantly, a valuable finding was that surface learning strategy was in inverse proportion to courses variable and it can be lessened. Our findings are expected to offer a multi-dimensional view for students, especially those in the current context as well as MOOCs developers in order to design curricula.

The Adoption of Massive Open Online Courses

2018 ◽  
Vol 13 (4) ◽  
pp. 62-76 ◽  
Author(s):  
Emad A. Abu-Shanab ◽  
Sajida Musleh
Keyword(s):  
Online Courses ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Intention To Use ◽  
Massive Open Online ◽  
Factors Influencing ◽  
The Cost ◽  
And Training

This article explores the challenges and benefits of using Massive Open Online Courses (MOOCs). It also tried to understand the issues that would influence students' perceptions regarding MOOCs. The Study utilized the Theory of Reasoned Actions (TRA) to understand the factors influencing respondents' adoption of such environment. An empirical research was conducted using a survey to probe subjects” opinions. Results significantly supported the TRA and predicted the intention to use MOOCs. Perceived usefulness and social influence were significant predictors of MOOCs adoption, but ease of use failed to predict the intentions to use MOOCs. Challenges related to infrastructure, control and assessment were important to sample. Subjects indicated that time and place convenience are important contributions of MOOCs. The adoption of MOOCs would increase the opportunities of benefiting people who are busy, disadvantaged, and geographically remote. It reduces the cost for educational institutions, and attracts more people to acquire degrees and training.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

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