Women's participation in MOOCs in the IT area

Souza, Napoliana Silva de; Perry, Gabriela Trindade

doi:10.1016/j.compedu.2021.104270

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…First, it analyses three different e-learning behaviour intentions. The existing articles in the literature have each analysed only one e-learning behaviour intention: continuance intention (Wu & Chen, 2017;Shao, 2018), the intention to complete (de Souza & Perry, 2021) or the intention to cancel MOOCs (Aldowah et al, 2020;Dikcius et al, 2021). Second, this study proposes a clear mechanism of how the specific factors of TPB (self-efficacy; participants' support) and TAM (perceived usefulness, perceived ease of use and perceived enjoyment) influence each of the three e-learning behaviour intentions, suggesting that learners' motivations are different (process-versus resultoriented).…”

Section: Introductionmentioning

confidence: 99%

MOOCs: The Factors Impacting Learners’ Continuance Intention, the Intention to Complete or Cancel a Course

Adomavičiūtė

Dikčius

Zimaitis

2023

OMEE

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The growing popularity of massive open online courses (MOOCs), especially during the COVID-19 pandemic, has attracted significant attention from researchers and businesses. Though many studies have investigated what motivates learners’ continuance intention, it is no less important to reveal the factors that lead to course completion or cancellation. The aim of this study is to reveal the factors impacting three different e-learning behaviour intentions– continuance intention, the intention to complete, and the intention to cancel MOOCs – by applying the theory of planned behaviour (TPB) and the technology acceptance model (TAM). Based on a survey of 299 respondents, it was revealed that the TAM only explains continuance intention but cannot be fully employed to predict two other e-learning behavior intentions. Also, participants’ support and self-efficacy, being a part of the TPB model, had an influence on the intention to complete the course, while they did not affect continuance intention. Only participants’ support had a moderate positive impact on the intention to cancel it. Moreover, it was revealed that continuance intention positively impacted the intention to complete and negatively impacted the intention to cancel the course. This expands the body of knowledge about learners’ motivations for three different e-learning behaviour intentions and has managerial implications for their development in emerging economies.

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Section: Introductionmentioning

confidence: 99%

MOOCs: The Factors Impacting Learners’ Continuance Intention, the Intention to Complete or Cancel a Course

Adomavičiūtė

Dikčius

Zimaitis

2023

OMEE

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“…While the last four receive much attention in the literature (e.g., Thomas, 2016 ; Gale et al, 2017 ; Moriña, 2020 ), the first two need to be further investigated. For example, previous studies stress the importance of gender inclusion in online courses ( Bayeck et al, 2016 ), in part due to both an increasing and decreasing share of female online learners in some countries and across certain environments, such as massive open online courses or MOOCs ( Secreto, 2013 ; de Souza and Perry, 2021 ). There are still remaining issues with equity.…”

Section: Introductionmentioning

confidence: 99%

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

Ismailov

Chiu

2022

Front. Psychol.

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The Universal Design for Learning (UDL) guidelines were extensively studied to understand inclusive learning and teaching in higher education. However, to date, there have been few studies that approached UDL-based asynchronous university courses from the needs satisfaction perspective in self-determination theory (SDT). To address this gap, researchers designed and implemented two 15-week asynchronous online courses based on UDL. They then tested their effectiveness with college freshmen (N = 225) by adopting a sequential explanatory mixed method. The study aimed to examine (i) whether asynchronous instruction based on UDL catered to inclusion and diversity across gender and academic background and (ii) whether the instructional design supported learner engagement and needs satisfaction. The findings showed that both male and female students as well as Arts and Sciences students equally engaged in the courses and perceived the needs support from the course design. However, the study also found that although universal design supported autonomy and competence, it nonetheless failed to fully satisfy learners’ relatedness needs. The researchers concluded by discussing empirical and theoretical implications.

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FAQ chatbot and inclusive learning in massive open online courses

Han

Lee

2022

Computers & Education

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Women's participation in MOOCs in the IT area

Cited by 4 publications

References 9 publications

MOOCs: The Factors Impacting Learners’ Continuance Intention, the Intention to Complete or Cancel a Course

MOOCs: The Factors Impacting Learners’ Continuance Intention, the Intention to Complete or Cancel a Course

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

FAQ chatbot and inclusive learning in massive open online courses

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