Examining Students’ Readiness for MOOCs: Applying a Structural Equation Modeling Approach

Abstract

This study investigates students’ readiness to adopt Massive Open Online Courses (MOOCs) at the University of Ha’il. It applied Student Online Learning Readiness (SOLR) model to examine the constructs that might influence students’ readiness toward using MOOCs. A questionnaire was sent to students that measured the model’s latent constructs: technical competency (TC), social competency (SC), communication competency (CC), and student readiness. A total of 111 responses were received, and the model was analyzed relied on structural equation modeling (SEM). The findings showed that TC and CC had a significant positive effect on the readiness of students to use MOOCs. Surprisingly, SC had an insignificant effect on students’ readiness. The findings of this study provide educational decision-makers and designers with essential input for delivering effective MOOCs.

Examining Students’ Readiness toward Using Learning Management System at University of Ha’il: A Structural Equation Modelling Approach

“…The study's findings showed that all the external factors in the model-namely, technical, social, and communication competencies-had a significant positive effect on students' readiness toward using Blackboard LMS. Regarding technical competency, this finding was aligned with previous studies [11,32]. Technical competency is essential and could a vital role in enhancing students' readiness toward using Blackboard.…”