Rethinking MOOCs

Nemer, David; O’Neill, Jacki

doi:10.4018/ijicthd.2019010103

Cited by 7 publications

(3 citation statements)

References 23 publications

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“…9 In the midst of the buzz surrounding MOOCs and access to high-quality HE, the researchers took a controversial stance based on their qualitative research. 10 The MOOC phenomenon received harsh criticism on a number of fronts. The spread of MOOCs in HE and their societal ramifications were discovered through a comparison of the USA and Europe.…”

Section: Ii1 Review Of Research Related To Mooc and Academic Developmentmentioning

confidence: 99%

The attitude of students and teachers towards MOOC usage for their academic and professional development: A comparative study of two case study sites

Panja

Banerjee

et al. 2023

TJHE

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The massive open online course (MOOC) and online learning concepts have received a lot of attention from educational stakeholders all around the world as a result of COVID-19. Initial studies demonstrated that people may use MOOCs as a tool for academic and professional advancement. This micro-study was conducted at two adjacent national higher educational institutions (HEIs) in India as case study sites (CSS) to learn more about the attitude of the students and faculties there. The research strategy used for the study was a mixed-method approach. To collect data, a tool that was created by the researchers was used. There was a type of atypical relationship between the institutions and the professionals. Comparing CSS2 students and CSS1 teachers to their peers from other institutions, it was discovered that they both displayed more optimistic attitude. The attitude of all four groups were discovered to be favorable. The study served as an example of some educational ramifications in the neighborhoods. Received: 9 June 2022Accepted: 15 April 2023

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Section: Ii1 Review Of Research Related To Mooc and Academic Developmentmentioning

confidence: 99%

The attitude of students and teachers towards MOOC usage for their academic and professional development: A comparative study of two case study sites

Panja

Banerjee

et al. 2023

TJHE

View full text Add to dashboard Cite

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“…Introduced in 2008, MOOCs have seen an exponential growth with steep rise in the number of learner enrolments and partnering universities (Class Central, 2020). Most users undertake MOOCs with a motive of skill acquisition (Yousef et al, 2015), certifications (Reparaz et al, 2020), knowledge enhancement (Ma & Lee, 2019), career progression (Alraimi et al, 2015), professional development (Deng et al, 2019), preference for a specific faculty (Dejoux Lirsa & Charrière-Grillon, 2016), preference for a high-ranking university course (Nemer & O'Neill, 2019) or to fulfill one's curiosity ( Deng et al, 2020). Despite the growing demand MOOCs have encountered few challenges such as high attrition rate (Chen et al, 2018), unethical learner behaviour in assessment (Trehan et al, 2017;Yang & Su, 2017), lack of motivation, and learner engagement (Terras & Ramsay, 2015;Hew & Cheung, 2014;Ma & Lee, 2019), low language proficiency (Zhao et al, 2020), suitable only for self-regulated learners (Albelbisi, 2019), inadequate IT infrastructure (Castillo & Wagner, 2015), lack of industry or academia accreditation (Pundak et al, 2014), and high learner to teacher ratio (Suen, 2014).…”

Section: Introductionmentioning

confidence: 99%

Technology Adoption and Continuance of Moocs: A Systematic Literature Review, Synthesis and Future Research Agenda

Shah¹,

Khanna²,

Patel³

2021

JCCC

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Massive Open Online Courses (MOOCs) have garnered a lot of attention and interest from academia and industry. The proliferation of MOOC platforms has opened up immense opportunities for fulfilling learner needs and improving the education landscape. It is important to understand the drivers of MOOC adoption to ensure its complete utilization. Research on MOOC adoption, acceptance, usage, and continuance has increased over a period of time. With this regard, the purpose of this study was to review and synthesize the research on MOOC adoption using a structured and domain-based approach in order to understand its state-of-the-art literature. Seventy empirical articles indexed in Scopus or Web of Science were identified and reviewed systematically using the Theories, Context, Characteristics, and Methods (TCCM) framework. Systematic mapping of studies was taken place to determine the year-wise publications, journal quality, citations, widely used theories, the context in terms of MOOC platforms and country of research, characteristics in terms of widely used constructs, and hypothesized relationships. The systematic literature review highlights Technology Acceptance Model is the dominant model applied in the MOOC adoption research. Further research on MOOC adoption is seen majorly in Asian economies with a narrow focus on developed economies. Although several review studies have taken place on MOOC, their focus has been on the quality, pedagogical or user perspective. This study is the first effort in synthesizing the state-of-the-art literature on MOOC adoption. Future avenues of research are suggested in terms of Theories, Context, Characteristics, and Methods to further the theoretical and practical knowledge on MOOC adoption.

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“…This motivated researchers to conduct study of MOOC acceptance in a densely populated developing nation like India for better generalisation of facts. It was also noticed that very few MOOC studies were conducted in Indian context (Nemer & O'Neill, 2019). Hence, researchers examined the subject matter with three purposes.…”

Section: Introduction To the Studymentioning

confidence: 99%

A Hybrid Approach Based on Fuzzy TOPSIS-AHP for Ranking and Classifying MOOC Key Acceptance Factors

Chopra

Sindwani

Goel

2021

International Journal of Web-Based Learning and Teaching Technologies

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This investigation is done during COVID-19 to identify, rank, and classify MOOC (massive open online course) key acceptance factors (KAFs) from an Indian perspective. A systematic literature review identifies 11 KAFs of MOOC. One more novel factor named ‘contingent instructor' is proposed by the authors considering pandemic and new normal post-COVID-19. The paper implements two popular fuzzy MCDM (multiple-criteria decision-making) techniques, namely fuzzy TOPSIS and fuzzy AHP, on 12 KAFs. The fuzzy TOPSIS approach is used to rank factors. Affordability, performance expectancy and digital didactics are found as the top three KAFs. Fuzzy AHP classified KAFs into three groups, namely high, moderate, and low influential. Examination of the literature indicates that this study is among the first attempt to prioritize and classify MOOC KAFs using fuzzy TOPSIS and fuzzy AHP approach. The results offer managerial guidance to stakeholders for effective management of MOOC, resulting in higher acceptance rate. Likewise, this investigation will upgrade the comprehension of MOOC KAFs among academicians.

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Rethinking MOOCs

Cited by 7 publications

References 23 publications

The attitude of students and teachers towards MOOC usage for their academic and professional development: A comparative study of two case study sites

The attitude of students and teachers towards MOOC usage for their academic and professional development: A comparative study of two case study sites

Technology Adoption and Continuance of Moocs: A Systematic Literature Review, Synthesis and Future Research Agenda

A Hybrid Approach Based on Fuzzy TOPSIS-AHP for Ranking and Classifying MOOC Key Acceptance Factors

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