A proposed model to design MOOCs through the lens of addressing graduate skill gap

Abstract

PurposeThe purpose of this study is to understand the mediating role of psychological need and immersive experience on graduates' skill gaps on massive open online courses (MOOCs) adoption intention.Design/methodology/approachThe proposed research model is developed by combining two popular theoretical models, namely, the self-determination theory, network externalities theory along technology adoption theory. Data are collected from 318 respondents to test the model. Structural equation modeling (SEM) is applied to analyze the data.FindingsThe study reveals that the sense of psychological needs and immersive experience mediates the influence of skill gap and social interaction on MOOC adaption willingness. However, immersive experience alone cannot influence adoption intention. Similarly, psychological needs cannot have a significant impact on adoption intention without the graduate skill gap.Originality/valueThis study specifically focuses on investigating the mechanism of how psychological needs satisfaction mediates the relationship between graduates' skill gap and MOOC adoption intention. The findings suggest us to develop a course that will increase learners employability skill. This study also contributes by incorporating the idea of immersive experience to facilitate improved virtual social interaction.

Effect of Perceived Fear, Quality, and Self-Determination on Learners’ Retention Intention on MOOCs

“…Prior studies have shown that socioeconomic variations like educational attainment and psychological aspects (eg, perceived fear to and perceived severity of the diseases) are significantly associated with engagement in protective behaviours. [46][47][48][49] Therefore, learners are showing their protective behaviours 50 by attaining online courses. According to Shah, 51 Over 2800 courses, 19 online degrees, 360 micro certificates, and other offerings were released by various platforms.…”

“…This categorical service fulfils substantial learning needs of the students that derive from one’s motivation level. 7 , 8 In particular, a recent study posited that the majority of the students have strong determination to learn new skills, ideas, and subjects that will help them to become experts in their field of study and profession. 9 However, the inability of MOOC providers to concurrently deliver courses with a wide range of subjects worries some other experts.…”

The Perception and Behavioral Intention Toward MOOCs: Undergraduates in China

“…Blanco et al (2016) stated that a number of students and employers engaged in MOOCs to bridge employability gaps. Hossain et al (2022) found that awareness of psychological needs and opportunities for immersive experiences mediated the impact of skill gaps and social interaction on graduates' MOOC acceptance intention. Hence, it is critical to develop MOOC courses that increase learners' employability skills.…”

“…Hossain et al (2020) found that learners' satisfaction, combined with cognitive need and attitude, were core conditions that enhanced continuance intention. Hossain et al (2022) found that psychological needs and immersive experiences mediated graduates' skill gap as well as their willingness to enroll in MOOCs. Finally, Padilha et al (2021) assessed MOOCs as an educational resource to enhance self-management intervention skills, and revealed that students were interested in participating in future MOOCs for their utilitarian value.…”

“…The educational effectiveness of MOOCs has been affected by several factors, especially a persistently high dropout rate (Qiu et al, 2019). Meanwhile, numerous studies have been conducted on learning motivation regarding dropout and retention (Hossain et al, 2022;Hossain et al, 2020). Abdullatif and Velázquez-Iturbide (2020) pointed out that motivation is an essential role in explaining learners' behavior in MOOCs.…”