A study of learner’s satisfaction from MOOCs through a mediation model

Kumar, Parul; Kumar, Neha

doi:10.1016/j.procs.2020.06.041

Cited by 34 publications

(15 citation statements)

References 15 publications

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“…If the course structure is clear, there is a presence of the teacher, effective usage of teaching aids and organized lecture/class, the overall learning of the student would increase. The results of our study confirm with the findings of (Usher & Pajares, 2008 ; Means et al, 2010b ; Bonneville-Roussy et al, 2019 ; Kumar & Kumar, 2020 ; Lent et al, 2008 ), that academic performance is directly impacted by the student’s self-efficacy. Also, as compared to the students with low self-efficacy, students with greater self-efficacy display better performance and have greater academic expectations.…”

Section: Discussionsupporting

confidence: 91%

“…The course structure and instructor’s presentation contributed significantly to the students’ overall satisfaction (Vodenska et al, 2012 ). The course content, course delivery and course assessment have been significant in impacting the learners’ satisfaction from the MOOCs (Kumar & Kumar, 2020 ) while continuous interaction with the instructor plays a key role in learner’s retention (Hone & Said, 2016 ). There have been other studies, which have been of greater significance here, as they found positive relationships of course design, facilitation (Baker, 2010 ) and teacher presence with the student learning (Akyol & Garrison, 2008 ) and satisfaction perception (Shea et al, 2003 ).…”

Section: Theory and Hypothesis Developmentmentioning

confidence: 99%

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An impact of content delivery, equity, support and self-efficacy on student’s learning during the COVID-19

Kumar¹,

Kumar

Ting

2021

Curr Psychol

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Due to the outbreak of Covid-19, the colleges and universities across the world have shifted to online classes in place of face-to-face classes. In the wake of this outbreak, the present study focuses on analyzing the impact of sudden shift to online classes, on the undergraduate and postgraduate student’s overall learning. The PLS-SEM results concluded that the content delivery has been the most significant construct to impact both self-efficacy and overall learning. The self-efficacy partially mediates the support and equity relationship with the overall learning. The student with greater self-efficacy will have better overall learning from this e-synchronous teaching methodology. However, content delivery has a stronger role in impacting the overall learning even if there is absence of self-efficacy, thus concluding no mediation.

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Section: Discussionsupporting

confidence: 91%

Section: Theory and Hypothesis Developmentmentioning

confidence: 99%

An impact of content delivery, equity, support and self-efficacy on student’s learning during the COVID-19

Kumar¹,

Kumar

Ting

2021

Curr Psychol

Self Cite

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“…Thus, MOOC providers should focus more on building great course content, ensuring timely and flawless delivery of the lectures along with appropriate course assessment, covering the correct information from the course content. Hence, the satisfaction of participants can be achieved and they can be encouraged to further enroll in other courses along with completing the current course [28].…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study

et al. 2020

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The educational system across the world has immensely been affected due to outbreak of COVID-19; it forced the shut down of educational institutions, which adversely affected student fraternity across the globe. Due to its contagious nature, COVID-19 demanded containment and enforced isolation that tremendously affected personal interaction of teachers and students. In the absence of traditional classroom teaching and one-to-one interaction, computer-based learning has emerged as closest substitute for off-line teaching. Against such a backdrop, it is pertinent to examine the students’ perception and readiness about online-learning system adopted at the university level during the ongoing COVID-19 pandemic. For the present study, the quantitative approach has been adopted and responses from 184 university students of National Capital Territory (NCT) of Delhi, India namely Delhi University, Jamia Millia Islamia (Central University) and Guru Gobind Singh Indraprastha University are collected through online questionnaire. This research study was conducted during June–August 2020. The findings of the study reveal students’ positive perception towards e-learning and thus acceptance of this new learning system. It has also empirically demonstrated the significance of e-learning in the time of COVID-19 crisis. In fact, e-learning has emerged as a new way of enhancing the learning process where social media may further improve the learning output. The findings of the study will facilitate educational institutions and policy makers to take this online-learning process to the next level in a better way.

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“…As a result of the extensive usage of information and communication technologies (ICTs), the pedagogical model has shifted in the twenty-first century and the advancement of ICT has meant that open, online, and flexible learning has moved from the periphery of standard education to the foreground (Kumar & Kumar, 2020). Massive Open Online Courses (MOOCs), a modern endeavor that is attracting academic and industry attention, are a continuation of the open learning movement (Kumar & Kumar, 2020). Early MOOCs frequently underscored open-access highlights, for example, open permitting of content, construction and learning objectives, so as to advance the reuse and remixing of assets.…”

Section: Introductionmentioning

confidence: 99%

“…They are a fast-growing style of higher education that has the potential to expand access to a global teaching and educational materials beyond social and geographical restrictions (Hone & El Said, 2016). MOOC providers like Coursera, Udacity, and edX team up with world-class universities such as MIT, Stanford, and Harvard and offer online courses for free or at a low cost (Kumar & Kumar, 2020). These courses provide an excellent opportunity for students from developing countries who would otherwise be unable to afford tuition fees to attend courses at such world-class universities.…”

Section: Introductionmentioning

confidence: 99%

Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

Sherimon¹,

Sherimon²,

Francis³

et al. 2021

IJLTER

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This research aims to investigate the elements that influence learners' enrollment in, completion of and dropout from Massive Open Online Courses (MOOCs). MOOCs attract a vast number of participants, with enrollments growing at an unprecedented rate; however, only a small number of students who enroll, complete their study. In this research, data were collected from 79 participants using an online survey. Professional growth, flexible time, free of charge, and the opportunity to obtain certification were recognized as the four main factors that directly influenced student enrollment in MOOCs. The motivational variables revealed in this study that led to the effective completion of MOOCs included good-quality course videos, straightforward and clear tutor instructions, good course delivery, and useful instructor feedback, among others. The most prevalent reasons for dropout included failure to fulfil the deadline, the instructor's vocabulary, challenging assignments, and difficulty in grasping the course content. The findings of this study can provide educators and decision-makers with the information they need to better understand the factors that influence MOOC student enrollment, completion, and dropout rates, as well as relevant actions to improve the success rates of MOOC.

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A study of learner’s satisfaction from MOOCs through a mediation model

Cited by 34 publications

References 15 publications

An impact of content delivery, equity, support and self-efficacy on student’s learning during the COVID-19

An impact of content delivery, equity, support and self-efficacy on student’s learning during the COVID-19

Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study

Factors Associated with Student Enrollment, Completion, and Dropout of Massive Open Online Courses in the Sultanate of Oman

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