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.

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.

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.

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.

scholarly journals The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Katharine Jewitt
Keyword(s):  
New Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Traditional Teaching Methods ◽  
Cautionary Tales ◽  
Enhanced Learning

Given the emerging nature of massive open online courses (MOOCs), this paper is a synthesis of critical reflections, commentaries and cautionary tales from a variety of perspectives, looking at the issues facing education and considering whether traditional teaching methods have outlived their usefulness.In times where educational institutions are facing financial cuts and student debt increases, some argue free university online courses will be the saviour of education, (Koller et al, 2013). Others argue they could destroy centuries of tradition and threaten some of the world's greatest universities (Vardi 2012).This paper, builds on the research by examining some of the phenomenal changes to technology enhanced learning, being brought about by new technologies and business. It summarises some of the key discourses around MOOCs, which continue to generate heated debates and divide opinions about their credibility, value and importance. I argue that any form of technology that drives engaging and tailored education, precisely to the needs of the individuals, coupled with opening up education to those that cannot afford it, has to be a viable alternative and make traditional, academic institutions question their offerings and respond.  

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

scholarly journals What Motivates Chinese Young Adults to Use mHealth?

Healthcare ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 156 ◽  
Author(s):  
Wai-Ming To ◽  
Peter K. C. Lee ◽  
Jinxuan Lu ◽  
Junhao Wang ◽  
Yihan Yang ◽  
...  
Keyword(s):  
Young Adults ◽  
Technology Acceptance ◽  
Rural Areas ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Communication Effectiveness ◽  
Perceived Ease Of Use ◽  
Factors Influencing ◽  
Chinese Young Adults

mHealth is one of China’s national strategies that brings affordable, accessible, and convenient health care to its entire population, may they be in cities or rural areas. Although Chinese young adults are among the first to adopt mHealth, the factors influencing Chinese young adults to use mHealth are yet to be studied both empirically and in depth. This study explores the mechanism that determines Chinese young adults’ intention to use mHealth, based on an extended Technology Acceptance Model (TAM). The extended TAM was tested using responses from 486 Chinese young adults. The results showed that perceived usefulness strongly and significantly influenced people’s intention to use mHealth. Additionally, communication effectiveness, health consciousness, and perceived ease of use were found as significant factors influencing people’s intention to use mHealth through perceived usefulness. Distrust was not found to significantly influence people’s intention to use mHealth.

scholarly journals Factors that Influence the Adoption of Postgraduate Online Courses

2018 ◽  
Vol 13 (12) ◽  
pp. 123 ◽  
Author(s):  
Domingos Santos Martinho ◽  
Eulália Maria Santos ◽  
Maria Isabel Miguel ◽  
Dina Sousa Cordeiro
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Acceptance ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Structural Equations ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use

A research about factors that lead students to choose online courses, as well as the acceptance of these courses, can provide very relevant information for higher education institutions’ decision makers to amend these offers to students’ interests and needs. An investigation through questionnaire was developed involving students who attended online post-graduate courses. It was intended to know which factors affect students' decision to opt for postgraduate online courses. A model, based on the TAM (Technology Acceptance Model), was tested to find out what factors determine the intention to use online learning. The results shows that most respondents favour online courses and that their decision, when choosing this type of course, is mainly influenced by time management flexibility, avoiding going to school and the course curriculum interest. The test of the model, with structural equations, shows that attitude regarding online courses and perceived usefulness are factors that predict the intention to use. It was also concluded that the perceived ease of use induces a direct and indirect effect on the intention to use. The most significant results are consistent with published studies and can help the higher education institutions to define offer and communication strategies to reach a greater number of candidates for online learning.

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
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