Bridging the Gap: A Comprehensive Exploration of Massive Online Open Course (MOOC) Adoption

From Digital Culture & Society

Ma, L., & Lee, C. S. (2020). Drivers and barriers to MOOC adoption: perspectives from adopters and non-adopters. Online Information Review, 44(3), 671–684.

[1]

[2]

Context:

Massive Online Open Courses (MOOCs) have gotten a lot of interest from educators, researchers, and learners all over the world in the field of education technology. MOOCs, with their online, huge, and open nature, provide a possible answer to challenges of educational imbalance, particularly in developing nations with limited access to quality educational materials. Despite their potential benefits, MOOCs encounter obstacles such as limited acceptance and high dropout rates. This study investigates the motivations and constraints of MOOC uptake, with a specific focus on learners from a developing Asian country. The research intends to shed light on the variables influencing MOOC adoption and evaluate the differences between the two groups by examining the experiences of both adopters and non-adopters. The study not only adds to our understanding of MOOC uptake in a developing country but also fills gaps in the existing literature, which primarily focuses on developed regions. Finally, the findings of this study have significance for developing effective strategies for promoting MOOCs globally and bridging the digital education divide.

Overview:

This article examines the problems and benefits of Massive Online Open Courses (MOOCs) in the context of a developing Asian country. While MOOCs are praised for their ability to address educational injustice and give learning opportunities, the essay emphasizes the gap between promises and reality. Adoption rates continue to be low, and dropout rates remain high. The study investigates the experiences and perspectives of both MOOC adopters and non-adopters, offering insight into the elements that influence adoption, such as perceived utility, performance-to-cost ratio, lack of involvement, and self-regulation. Importantly, it underlines the need to bridge the digital divide in less developed nations, as well as the varied factors influencing MOOC acceptance in various economic, social, and cultural contexts.

Research Design and Hypothesis:

The authors of this study investigate the adoption and non-acceptance of Massive Online Open Courses (MOOCs) in a developing Asian country. They stress the significance of knowing the drivers and constraints to MOOC uptake among learners to bridge educational gaps and encourage digital learning in economically disadvantaged areas. Perceived usefulness, performance-to-cost value, lack of interactivity, tradition/peers' impact, lack of accessibility and instruction, lack of publicity, and self-regulation are identified as factors influencing MOOC adoption in the study. The research analyzes how these characteristics affect the propensity to embrace MOOCs among both adopters and non-adopters by conducting a questionnaire survey in China. The findings emphasize the importance of perceived usefulness and affordability for both groups, while also revealing differences in perceived barriers, such as the influence of educational tradition and peers on adopters, and the significance of overcoming publicity and awareness challenges for non-adopters. The study provides useful information for developing focused initiatives to encourage MOOC adoption, particularly in areas with limited access to high-quality educational materials.

Strengths and weaknesses:

The essay has several strong points that contribute greatly to our understanding of Massive Open Online Course (MOOC) uptake. For starters, it provides a thorough overview by taking into account both adopters and non-adopters, resulting in a more subtle understanding of the problems and motives related to MOOC usage. Furthermore, the contextual focus on a less developed Asian country offers a significant layer that is often missed in existing studies, given the potential differences in educational infrastructure and cultural elements. The study's objectives are directly aligned with the clarity of the research questions, allowing for a concentrated analysis of the drivers and challenges to MOOC adoption. Furthermore, the mixed methods approach, which includes both offline and online surveys as well as qualitative and quantitative analyses, strengthens the research design. However, the study includes some flaws that need to be addressed. Because of significant differences in educational systems, cultural influences, and technological infrastructure, the focus on a specific location in China may limit the generalization of findings to a broader global setting. The study's date is unknown, which raises questions about its applicability in the fast-changing world of online education and MOOC platforms. While the literature analysis is useful, a more in-depth examination of recent studies on MOOC adoption could help to place the study within the larger context of existing knowledge. Furthermore, while the essay recognizes the necessity of understanding non-adopters, it provides minimal information on their perspectives, implying a need for further investigation and analysis. It is suggested that the paper be improved by providing more real and actionable ideas for addressing the identified difficulties, thereby boosting the research's practical relevance for educators, policymakers, and MOOC platform developers. Despite these limitations, the article's strengths, such as its mixed methods approach and detailed exploration of adopters and non-adopters, contribute to the current body of research on MOOC, particularly in the context of a developing country.

Assessment:

This in-depth study dives into the multiple terrain of Massive Online Open Course (MOOC) adoption, providing a nuanced exploration by including the perspectives of both adopters and non-adopters within the context of a developing Asian country, notably China. The study emphasizes the importance of perceived utility and the cost-performance ratio as important motivators for both groups to embrace MOOCs. The discovery that perceived utility emerges as the most relevant factor for adopters is noteworthy, portraying MOOCs as a complementary and lifelong learning tool. The study reveals disparities in the constraints faced by adopters and non-adopters, such as difficulties entrenched in educational tradition and peer influence for the former and barriers related to accessibility, instruction, and awareness for the latter. The practical implications of these findings advocate for specialized solutions that fit different learner views and overcome unique constraints, adding significant knowledge to the growing landscape of MOOC adoption, particularly in less developed nations. Despite its limitations, this study emphasizes the need to understand the perspectives of both adopters and non-adopters for developing effective instructional tactics.

--Kd19nn 16:35, 5 December 2023 (EST)