In MOOCs we Trust: Learner Perceptions of MOOC Quality via Trust and Credibility

Abstract

Abstract-In this study we sought to examine MOOC learners' levels of trust in the platforms, institutions, and instructors involved in MOOC design and delivery. We sought to examine what influenced learners' conceptualizations of trust in MOOCs and how this might influence their future intentions towards the related MOOC providers. To this end we examined whether an increase in perceived source credibility of the MOOC increased trusting beliefs of the MOOC learner. Furthermore, we examined whether increases in trusting beliefs of the MOOC learner would lead to an increase in their future trusting intentions. This second question has implications for whether a learner persists in their learning or decides to commit to further study pathways such as paid certificates. In addition to testing these two hypotheses we sought to determine the most significant underlying drivers that learners reported as affecting their trust in MOOCs they undertook. Drawing on concepts of trust from the literature, we adapted and developed a survey instrument and recruited MOOC learners to respond. Following analysis of 76 responses we found a positive correlation between source credibility and learner trust in MOOCs. Further there was also a positive correlation found between trust in MOOCs and learners' professed future intentions. Finally, we determined several component factors of MOOC trust drivers as reported by MOOC learners. Our work holds potential implications for MOOC platform developers, instructors, and designers in signposting areas where MOOC learners have positive and negative experiences of MOOCs, which can in turn influence their future relationship with the MOOC providers.Keywords-MOOCs, Trust, Credibility, Online Learning, Quality IntroductionThe phenomenon of the MOOC has marched steadily along, continuing to rise despite cycles of hype and hysteria. Reports show that MOOCs continue to grow both in terms of numbers of courses being offered and the total number of learners enrolled on all MOOCs For instance, the increase in the total number of courses has been estimated at 6,850 from over 700 universities in 2016 which would put the total number of people who have enrolled in at least one MOOC at 58 million [1]. The cMOOC and xMOOC classifications, and other derivatives, show that this is a contested area In spite of some uncertainty and concern about their true role in education and viable business models, MOOCs appear now to be a mainstay feature of the higher educational landscape. Indeed, the business model and case for MOOCs [4] has gained increasing attention with the arrival of MOOCs for credits, as tasters to fully online degrees, or as freemium services whereby participants pay for extras such as certificates. In this context it is important to examine how MOOC learners may or may not decide to deepen their relationships with MOOC providers. It is important to explore how learners trust or distrust MOOCs and how this might impact on their future intentions towards the providers including in contexts where t...

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