Understanding the Barriers to the Use of MOOCs in a Developing Country: An Innovation Resistance Perspective

Autor/inn/en	Ma, Long; Lee, Chei Sian
Titel	Understanding the Barriers to the Use of MOOCs in a Developing Country: An Innovation Resistance Perspective
Quelle	In: Journal of Educational Computing Research, 57 (2019) 3, S.571-590 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633118757732
Schlagwörter	Online Courses; Large Group Instruction; Barriers; Developing Nations; Foreign Countries; College Students; Technology Integration; Educational Innovation; Educational Change; Resistance to Change; Student Attitudes; Resistance (Psychology); China + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Developing country; Developing countries; Entwicklungsland; Ausland; Collegestudent; Instructional innovation; Bildungsinnovation; Bildungsreform; Schülerverhalten; Resistenz
Abstract	Despite the promised benefits of MOOCs (Massive Open Online Courses) to address the digital divide and promote equity in educational opportunities, the use of MOOCs is still lagging especially in developing countries. The purpose of this study is to investigate the barriers underlying the adoption of MOOCs in the context of a developing country. Drawing from the theoretical framework of innovation resistance theory, this study conducted focus group discussions with 69 college students in China, a major developing country in Asia. It was found that innovation resistance theory is plausible to explain the barriers to adopting MOOCs. Our results showed that the main barriers in the adoption of MOOCs encountered by students in a developing country are usage barrier, value barrier, and tradition barrier. Furthermore, to complement the perspective of innovation resistance theory, this study also conducted an inductive analysis to identify other types of obstacles hindering students' use of MOOCs. It was found that individual factors (e.g., self-control and attitude) as well as the environment (e.g., promotion and economical circumstance) are also barriers to the use of MOOCs. Implications and suggestions for practice are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01