Students' Perceptions on MOOCs: An Exploratory Study

Autor/inn/en	Aharony, Noa; Bar-Ilan, Judit
Titel	Students' Perceptions on MOOCs: An Exploratory Study
Quelle	In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 12 (2016), S.145-162 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2084
Schlagwörter	Online Courses; Large Group Instruction; Student Attitudes; Technology Uses in Education; Educational Technology; Foreign Countries; Qualitative Research; Statistical Analysis; Diaries; Program Effectiveness; Intention; Student Characteristics; Cognitive Processes; Learning Strategies; Gender Differences; Educational Attainment; College Students; Questionnaires; Multivariate Analysis; Israel + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Ausland; Qualitative Forschung; Statistische Analyse; Diary; Tagebuch; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Collegestudent; Fragebogen; Multivariate Analyse
Abstract	MOOCs are open, online courses that use information technologies to enhance the learning experience and attract various people from the entire world. The current study uses the Technology Acceptance Model (TAM), as well as personal characteristics such as learning strategies, cognitive appraisal, and Kuhlthau's (1991) model of information seeking as theoretical bases for defining factors that may influence students adopting MOOCs in their learning process, as well as describe their feelings during the learning process. The study was conducted in Israel during the 2014 academic year, and used both quantitative and qualitative techniques and involved 102 students who participated in a MOOC as part of the requirements in an offline course. They were requested to keep study diaries. The quantitative analysis revealed that perceived usefulness (PU) and perceived ease of use (PEOU) have a major influence on the intention to enroll in a MOOC. PEOU can be increased by improving the current MOOC platforms. PU can also be improved by providing content that suits the students' needs. The qualitative analysis showed mood changes over time; the feelings of uncertainty were replaced by expressions of confidence. We found that students have different needs and expectations. Therefore, the MOOC's platforms should provide multiple options to accommodate these needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01