Barriers to Taking Massive Open Online Courses (MOOCs)

Semenova, Tatiana; Rudakova, Lyudmila Mikhailovna

doi:10.1080/10609393.2016.1242992

Cited by 27 publications

(24 citation statements)

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“…Semenova and Rudakova (2016) found that previous experience with online learning can significantly affect learners' adoption and persistence in MOOCs. Semenova and Rudakova (2016) found that previous experience with online learning can significantly affect learners' adoption and persistence in MOOCs.…”

Section: Experiencementioning

confidence: 98%

“…Semenova and Rudakova (2016) suggested that factors pertaining to the users should be taken into consideration when analysing adoption of MOOCs. Lack of accessibility is negatively associated with intention to adopt MOOCs.…”

Section: Accessibilitymentioning

confidence: 99%

“…They found that the reasons include lack of incentive, failure to understand the content, lack of instructions, and having other priorities. Through analysing secondary data collected from an MOOC platform, Semenova and Rudakova (2016) identified three types of barriers including lack of subject knowledge, level of education, and insufficient experience with MOOCs.…”

Section: Research On Mooc Adoptionmentioning

confidence: 99%

“…For example, Fini (2009) found that time constraints, technology skills, and language problems were the main barriers that affected learners' adoption of MOOCs. Through analysing secondary data collected from an MOOC platform, Semenova and Rudakova (2016) identified three types of barriers including lack of subject knowledge, level of education, and insufficient experience with MOOCs. They found that the reasons include lack of incentive, failure to understand the content, lack of instructions, and having other priorities.…”

Section: Introductionmentioning

confidence: 99%

“…Firstly, most studies only focused on analysing the participants of MOOCs either by online survey distributed through MOOC platforms (e.g., Kop, 2011) or secondary data crawled from these platforms (e.g., Evans et al, 2016;Semenova & Rudakova, 2016) but neglected the nonadopters who never participated in MOOC learning activities. Firstly, most studies only focused on analysing the participants of MOOCs either by online survey distributed through MOOC platforms (e.g., Kop, 2011) or secondary data crawled from these platforms (e.g., Evans et al, 2016;Semenova & Rudakova, 2016) but neglected the nonadopters who never participated in MOOC learning activities.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the adoption of MOOCs: A technology–user–environment perspective

Lee

2018

Computer Assisted Learning

104

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In spite of the potentials promised by MOOCs (massive open online courses), the adoption rate of MOOCs is still low, especially in developing countries. Research on the adoption of MOOCs in developing countries is also limited. To fill this research gap, this research aims to study the adoption of MOOCs by extending current research on innovation and technology adoption in order to promote the diffusion of MOOCs in developing countries. Here, a conceptual framework, technology–user–environment was proposed to identify influential drivers and barriers of MOOC adoption. Eight hundred and twenty‐seven individuals in a developing country, were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results show that for the (a) technological characteristics, perceived usefulness has the most significant influence, followed by lack of accessibility and performance‐to‐cost value; for the (b)user factors, self‐regulation was the most significant predictor of MOOC adoption, and female learners showed higher willingness to adopt MOOCs; and for the (c) social environmental factors, tradition and social norms and lack of information about MOOCs were negatively associated with adoption of MOOCs. Implications and suggestions are discussed at the end of this paper.

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Section: Experiencementioning

confidence: 98%

Section: Accessibilitymentioning

confidence: 99%

Section: Research On Mooc Adoptionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating the adoption of MOOCs: A technology–user–environment perspective

Lee

2018

Computer Assisted Learning

104

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Toward a comprehensive understanding of massive open online course adoption among college students

Huang,

Li,

2024

Future in Educational Research

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This paper investigated the factors affecting the behavioral intention (BI) and usage behavior (UB) of 548 Chinese college students in massive open online courses (MOOCs). We extended the unified theory of acceptance and use of technology model by incorporating self‐regulated learning (SRL) management, perceived pleasure (PP), and perceived cost constructs. This study also analyzed the moderating role of individual differences in gender, grade, major, and experience in MOOCs. Data were collected through both offline surveys across 10 universities and an online survey platform. Results from structural equation modeling and multi‐linear regression analyses revealed that students' BI was significantly and positively influenced by six factors: performance expectancy, effort expectancy, facilitating conditions (FC), social influence, SRL management (SM), and PP. Furthermore, we found that UB was predicted by BI, FC, and SM. Moreover, BI played a mediating role in the relationship between the two determining variables (i.e., FC and SM) and UB. Differences in MOOC experience level had a moderation effect. The study provided implications for various stakeholders regarding designing MOOC platforms, structures, and teaching activities.

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The Promises and Pitfalls of Self-regulated Learning Interventions in MOOCs

Vilkova

2021

Tech Know Learn

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Barriers to Taking Massive Open Online Courses (MOOCs)

Cited by 27 publications

References 0 publications

Investigating the adoption of MOOCs: A technology–user–environment perspective

Investigating the adoption of MOOCs: A technology–user–environment perspective

Toward a comprehensive understanding of massive open online course adoption among college students

The Promises and Pitfalls of Self-regulated Learning Interventions in MOOCs

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