scholarly journals Multiple Correspondence Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses

2021 ◽  
Vol 13 (23) ◽  
pp. 13451
Author(s):  
Cecilia Temilola Olugbara ◽  
Moeketsi Letseka ◽  
Oludayo O. Olugbara
Keyword(s):  
Correspondence Analysis ◽  
Online Courses ◽  
Multiple Correspondence Analysis ◽  
Theoretical Models ◽  
Massive Open Online Courses ◽  
Sample Sizes ◽  
Massive Open Online ◽  
Education Services ◽  
Factors Influencing ◽  
Student Acceptance

There have been manifold thrilling studies strikingly conducted in recent years to explore factors influencing student acceptance of massive open online courses (MOOCs). The principal goal was to determine future prediction and sustainable use of MOOCs for providing pervasive quality education services. This has led to the examination of different theoretical models tested on varying sample sizes for factor exploration. However, existing studies have reflected heterogeneous results caused by divergent sources not observed in the literature using the multiple correspondence analysis (MCA). This study aimed to apply the data science method of MCA to explore hidden associations amongst factors influencing student acceptance of MOOCs and heterogeneity sources of theoretical models and sample sizes to blur the literature hiatus. Results based on data extracted from 54 primary studies published from 2015 to 2021 with a total of 19,638 valid student responses generally conclude the existence of four main levels of associations. The four associations were respectively composed of single, blended, extended and complex theories and each level is associated with distinct categories and a combination cloud of similar categories. Moreover, results indicated that very small sample size is the most unusual under the basic assumption that none of the variables are correlated. It is practically germane to confirm hidden associations in a dataset of influencing factors to help reach a much greater understanding of the application and performance of MOOCs for sustainable education services.

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.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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