Analysis of MOOC Quality Requirements for Landscape Architecture Based on the KANO Model in the Context of the COVID-19 Epidemic

Abstract

COVID-19 has had a severe impact on higher education worldwide, and Massive Open Online Courses (MOOCs) have become the best solution to reduce the impact of the COVID-19 on student learning. In order to improve the quality of MOOCs for Landscape Architecture, it is essential to fully understand the psychological needs of students learning online. A total of 119 undergraduates and postgraduates majoring in landscape architecture were selected as the research subjects, and 18 indicators falling into 5 functions, including course organization, course resources, learning environment, learning experience, and learning support were screened. Questionnaires based on the KANO model were prepared at wjx.cn for investigation through WeChat. Attributes were classified according to the traditional KANO model and the KANO model based on Better-Worse coefficients. The research showed that based on the classification results of the traditional KANO model, 17 of the 18 indicators were of the attractive quality factor and the rest were of the must-be quality factor. After reclassification using the KANO model based on Better-Worse coefficients, 4 of the 18 indicators were must-be quality factors, 6 were one-dimensional quality factors, 4 were attractive quality factors, and the rest 4 were indifferent quality factors. Compared to the traditional KANO model, the KANO model based on Better-Worse coefficients has better quality element classification discrimination. According to the KANO-based analysis, appropriate strategies for indicators shall be adopted for MOOC development according to the four types of quality requirements. The research can provide a basis for the development and optimization of MOOCs for landscape architecture so as to better meet the learning needs of students and achieve better learning effects.

Key Factors Influencing Chinese Consumers’ Demand for Naturally Dyed Garments: Data Analysis through KJ Method and KANO Model

“…Validity testing aims to check the truthfulness and accuracy of the questionnaire. Generally, a KMO value above 0.9 indicates good validity; 0.8-0.9 is suitable; 0.7 to 0.8 is acceptable [75]. The validity results of this questionnaire, as shown in Table 9, had a KMO value of 0.968, well above 0.8, and a significant Bartlett's test of sphericity, indicating the data were suitable for factor analysis.…”

“…Combining the Better-Worse coefficients and using the Better value and the absolute value of the Worse index as the horizontal and vertical coordinates (with their averages serving as the critical lines) [80], a four-quadrant scatter plot of demand satisfaction for naturally dyed garments was drawn. This data-processing method compensates for the shortcomings of the traditional KANO method, which solely relies on the highest frequency to determine the attribute classification of each indicator [75]. The results in Figure 6 indicate that most of the 30 indicators are close to the center of the horizontal and vertical coordinates.…”

Self-efficacy, work satisfaction and burnout among teachers in private universities in China: Inputs to faculty development plan

“…According to the characteristics of this group of teachers, Xiao (2017) investigated that the overall satisfaction of teachers in a local private undergraduate university in Anhui Province was low, only 35.2% were satisfied, and the satisfaction of teachers in different colleges and departments was different. Qiao & Zhang (2022) designed the teacher satisfaction questionnaire of JT College and found that the overall teacher satisfaction of JT College was low. Teachers' self-cognition, salary income, books and scientific research conditions, teacher training and further education, opportunities to contact the academic frontier, lack of growth platform, service awareness of administrative personnel, communication between school and department leaders and teachers are still relatively inadequate, and the satisfaction rating is low, which needs to be further improved.…”

Using the voice of the student to identify perceptions of teaching effectiveness attributes: a pilot study

“…A study by Qiao and Zhang (2022) also addressed the impact of COVID-19 on student learning by using the Kano model to improve massive open online courses. The survey included 18 characteristics of the five functions of course organization, course resources, learning environment, learning experience and learning support.…”