Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs

Joo, Young Ju; So, Hyo Jeong; Kim, Nam Hee

doi:10.1016/j.compedu.2018.01.003

Cited by 322 publications

(339 citation statements)

References 31 publications

Supporting

Mentioning

293

Contrasting

Unclassified

Order By: Relevance

“…There appears to be a direct link between high academic self-regulation and completion of MOOCs, and another link between quality content and completions (Jung & Lee, 2018;Kizilcec et al, 2017;Littlejohn et al, 2016;Margaryan et al, 2015;Nkuyubwatsi, 2014). However, Margaryan et al (2015) and Park et al (2015) both agreed the most significant driver of completion was the quality of the instructional design, whereas Joo et al (2018) and Jung and Lee (2018) suggested completion hinged on the learners' perception of simplicity of the MOOC.…”

Section: Moocs In Academiamentioning

confidence: 94%

“…Learning technologies quickly grew in use when eLearning was introduced at the turn of the millennium (Joo, Lim, & Park, 2011), and with the introduction of the internet, expanded to knowledge management platforms such as massive open online courses (MOOCs) (Joo, So, & Kim, 2018). More recent learning technologies have been shown to foster problem solving and support informal learning in the digital workplace (Schneckenberg et al, 2015).…”

Section: Workplace Learning Technologymentioning

confidence: 99%

“…There are numerous digital platforms of workplace knowledge management (Egloffstein & Ifenthaler, 2017). For example, many organizations use informal communities of practice and other collaborative technologies supported by internal social networks (Schneckenberg et al, 2015), while others seek more formal options such as curated online courses with built-in social features (Joo et al, 2018). The common denominator among knowledge management technology is the importance of a constructivist ability to create shared meaning across an organization or network (Chen & Chen, 2010;Easterby-Smith & Prieto, 2008;Joo et al, 2018;Maravilhas & Martins, 2018;Schneckenberg et al, 2015).…”

Section: Knowledge Management Platformsmentioning

confidence: 99%

“…MOOCs in academia have been more widely studied than MOOCs in business, and literature agrees there are elements which contribute to successful adoption by student users (Joo et al, 2018;Jung & Lee, 2018;Kizilcec, Perez-Sanagustin, & Maldonado, 2017;Littlejohn et al, 2016;Park et al, 2015). For instance, the design of a MOOC platform is a significant feature for learners, as it needs to be easy to navigate, flexible for collaboration, and contain relevant content (Joo et al, 2018;Jung & Lee, 2018). Moreover, perceptions of the benefits of MOOCs can drive usage of the platform up or down depending on how it is communicated to learners through objectives (Kizilcec et al, 2017;Littlejohn et al, 2016).…”

Section: Moocs In Academiamentioning

confidence: 99%

“…Researchers often focus on the self-regulating aspect of MOOCs in academia, particularly along factors such as perseverance, self-efficacy, and motivation (Joo et al, 2018;Jung & Lee, 2018;Kizilcec et al, 2017;Littlejohn et al, 2016;Park et al, 2015).…”

Section: Moocs In Academiamentioning

confidence: 99%

See 4 more Smart Citations

Adapting to the agile workplace : a descriptive case study on the role of corporate MOOCs in organizational learning processes

Nichols¹

View full text Add to dashboard Cite

Constant change is driving organizations to strategically manage their workforce through organizational learning (OL) processes (Crossan, Lane, & White, 1999). In response, corporations are implementing massive open online courses (MOOCs), which are a type of knowledge management system that can unite geographically dispersed workers through learning engagements (Egloffstein & Ifenthaler, 2017; Milligan & Littlejohn, 2014; Radford et al., 2014). However, it is unknown how MOOCs, as a type of informal learning, support organizational learning within a global insurance company's Information Technology (IT) department. The purpose of this research study was to understand how organizational learning is supported through employee participation in massive open online courses within a global insurance company's IT department during a period of agile transformation. The research was a qualitative descriptive case study. The results found that while MOOCs supported some OL processes, the work environment presented barriers that limited a complete OL system for the workforce. In addition, the MOOC platform supported both exploration and exploitation but not necessarily strategic renewal.

show abstract

Section: Moocs In Academiamentioning

confidence: 94%

Section: Workplace Learning Technologymentioning

confidence: 99%

Section: Knowledge Management Platformsmentioning

confidence: 99%

Section: Moocs In Academiamentioning

confidence: 99%

Section: Moocs In Academiamentioning

confidence: 99%

See 3 more Smart Citations

Adapting to the agile workplace : a descriptive case study on the role of corporate MOOCs in organizational learning processes

Nichols¹

View full text Add to dashboard Cite

show abstract

Brain–computer interface for assessment of mental efforts in e‐learning using the nonmarkovian queueing model

Balamurugan

Mullai

Soundararajan³

et al. 2020

Comp Applic In Engineering

View full text Add to dashboard Cite

The rapid advancement in information and communication technology has made e‐learning an alternative learning method for many learners. In the last few years, a huge number of learners around the world have registered in massive open online courses (MOOCs) provided by various online learning platforms. However, MOOC platforms have a vital task for the online course provider to provide enhanced students' learning experiences and satisfaction. In this work, we developed a brain–computer interface for gathering data and detecting a learner's mental situation by observing MOOC videos and electroencephalogram (EEG) devices based on John Sweller's Cognitive Load Theory. The acquired EEG signals are preprocessed with two different normalization methods to scale signals. To validate the introduced framework, the system adopted three machine learning algorithms (random forest using non‐Markovian model, support vector machine, and k‐nearest neighbors) to develop a model with preprocessed training data and test the classifiers to validate their ensemble classifiers' performance. Finally, experimental analysis showed that the random forest classifier with the non‐Markovian approach achieved more than the other two techniques in the form of overall accuracy (99.15%) and F‐measures (99.21%).

show abstract

Scoping literature review of well‐being of students at school: Implications for designing evidence‐based interventions

Alexandra

2024

Review of Education

View full text Add to dashboard Cite

This paper reviews the literature to clarify the image of a student with a high level of well‐being (WB) for a future systematic literature review and evidence‐based interventions to promote student WB. It presents a holistic approach to the analysis of definitions, operationalisation and indicators with interpretative phenomenological analyses (IPA). The main question of the paper is what image of student WB can be constructed from the components and indicators of WB that have been highlighted in the literature. Overall, 50 publications were coded before the subjectively evaluated saturation was reached and 641 mentions of the different components of WB were coded that were distributed among seven categories: ‘individual psychological indicators’ (319 units), ‘social contacts, relationships’ (136 units), ‘health’ (78 units), ‘school life’ (63 units), ‘standard of living’ (26 units), ‘spirituality, moral competence, values’ (12 units) and ‘general mentions’ of WB (7 units). It is argued that individual psychological state, quality of relationships, health, school‐related features, objective indicators, and moral and spiritual aspects are features of students with a high level of WB. The implications for further research, practical usage and the limitations of the study are offered in the Discussion section.Context and implicationsRationale for this studyDeveloping high levels of student WB is an important aim of schools, but for it to be something more than just a declaration, some measures should be taken. To be effective, such measures should be based on scientific knowledge. This paper reviews the literature for future practical application.Why the new findings matterThe research field of WB is diverse. Mostly, for evidence‐based measures, one specific approach to WB is used. This paper argues that it is important to look holistically at all theories of WB as they present different facets of one holistic construct.Implications for practitioners and policy makersThis paper will be useful for practitioners and policy makers as it provides both a scientific section where data, methods and results are presented, and an interpretation of the information for practical usage. It provides a wide range of data and covers several theories of WB and the operationalisation of WB and shows from which indexes these theories and operationalisations originate and why.

show abstract

Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs

Cited by 322 publications

References 31 publications

Adapting to the agile workplace : a descriptive case study on the role of corporate MOOCs in organizational learning processes

Adapting to the agile workplace : a descriptive case study on the role of corporate MOOCs in organizational learning processes

Brain–computer interface for assessment of mental efforts in e‐learning using the nonmarkovian queueing model

Scoping literature review of well‐being of students at school: Implications for designing evidence‐based interventions

Contact Info

Product

Resources

About