Analysis of the Status Quo of MOOCs in China

Li, Hao; Sun, Xinghua; Zhang, Chunlei; Guo, Xiao

doi:10.1007/978-981-10-0539-8_51

Cited by 2 publications

(4 citation statements)

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“…In addition, most of the respondents have bachelor educational backgrounds. This is consistent with the statistics of MOOC users in China (Hao et al , 2016).…”

Section: Methodssupporting

confidence: 91%

“…MOOCs are different from the e-learning system regarding user amount, openness and social interaction. The most significant characteristic of MOOCs is “massive” (Hao et al , 2016). In theory, MOOCs can accommodate hundreds or even thousands of learners distributed across multiple locations, while e-learning system is usually provided to a limited group, and it is usually embedded in traditional classrooms in support of the teaching staff.…”

Section: Introductionmentioning

confidence: 99%

“…In theory, MOOCs can accommodate hundreds or even thousands of learners distributed across multiple locations, while e-learning system is usually provided to a limited group, and it is usually embedded in traditional classrooms in support of the teaching staff. The second characteristic of MOOCs is “openness” (Hao et al , 2016). In MOOC platform, periodical sessions are open automatically, and learners all over the world can access the platform freely, while the e-learning system is usually offered at very specific moments of the academic year.…”

Section: Introductionmentioning

confidence: 99%

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Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs

Shao

2018

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Purpose The purpose of this paper is to examine the impact mechanism of psychological motivations, social influence and institutional influence on individuals’ continuance intention of MOOCs, and further, to explore if there exist behavioral differences between males and females. Design/methodology/approach Drawing on the social cognitive theory (SCT) and the technology acceptance theory, this study developed a theoretical model and conducted an empirical study in China. In total, 247 valid data were collected from college students using online survey, and the structural equation modeling technique was used to examine the research model. Findings The empirical results suggest that self-efficacy, self-enjoyment, self-development and social norm are positively associated with individuals’ continuance intention of MOOCs, while management commitment in the university has little influence on continuance intention. The moderating test further suggests that males are more likely to be influenced by self-development and perceived usefulness compared with females. Practical implications This study can provide several guidelines to the administrators of the MOOC platform regarding platform design, course selection and social community establishment, so as to encourage more students to participate in the MOOC platform. Originality/value This study applied the SCT in the new context of MOOCs to examine the joint effects of social, institutional and psychological motivation factors on individuals’ continuance intention, and unpacks the moderating effect of gender.

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“…In addition, most of the respondents have bachelor educational backgrounds. This is consistent with the statistics of MOOC users in China (Hao et al , 2016).…”

Section: Methodssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs

Shao

2018

INTR

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“…As shown in Table 3, most respondents were between the age of 18 and 30, and possessed a bachelor's degree. This demographic distribution is consistent with previously reported numbers for MOOC users in China (Hao et al, 2016).…”

Section: Data Collectionsupporting

confidence: 92%

Understanding individuals' engagement and continuance intention of MOOCs: the effect of interactivity and the role of gender

Shao

Chen

2020

INTR

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PurposeThis study aims to examine how three perceived interactivity attributes of massive open online courses (MOOCs), namely, perceived active control, perceived synchronicity and perceived two-way communication, impact individuals' engagement and continuance intention of MOOCs through the stimulus-organism-response (S-O-R) lens and how that effect differs between male and female users.Design/methodology/approachDrawing upon S-O-R as an overarching theoretical framework, this study conducted an empirical study in China and collected 294 valid questionnaires from online learners. Structural equation modeling approach was used to examine the proposed research model.FindingsEmpirical results suggest that perceived active control, perceived synchronicity and perceived two-way communication are significant stimuli of individuals' continuance intention of MOOCs, and the influences of perceived active control and perceived synchronicity are partially or fully mediated by engagement on the platform. Multi-group analysis results further indicate that perceived synchronicity has a stronger influence on engagement on the platform for males, while perceived active control and perceived two-way communication are more salient in stimulating engagement on the platform for females.Practical implicationsResearch findings from the present study can serve as the foundation to guide MOOCs’ administrators to respond to the needs of participants through interactivity designed into the platform and shed light on possible key solutions of high dropout rates in MOOCs.Originality/valueThis study uncovers the mediating mechanism of affective engagement between interactivity and continuance intention in the emerging context of the latest online learning platform MOOCs and reveals the behavioral differences between females and males regarding their affective reactions to the three interactivity attributes.

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Analysis of the Status Quo of MOOCs in China

Cited by 2 publications

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Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs

Examining the impact mechanism of social psychological motivations on individuals’ continuance intention of MOOCs

Understanding individuals' engagement and continuance intention of MOOCs: the effect of interactivity and the role of gender

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