Comparative Analysis of the Essential Factors for the Adoption of Massive Open Online Courses in Higher Education of a Developing Country: Pre and Post COVID-19

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dc.contributor.authorChavoshi, Amir
dc.contributor.authorJandaghi Shahi, Sara
dc.date.accessioned2024-06-27T10:25:06Z
dc.date.available2024-06-27T10:25:06Z
dc.date.issued2024-06-27
dc.description.abstractAlthough massive open online courses (MOOCs) offer numerous benefits to students, developing countries are still in the early stages of promoting their implementation. This study aims to investigate how the factors influencing MOOC adoption have evolved in response to the increased usage of online courses during the pandemic. The proposed model is based on the Technology Acceptance Model, and research hypotheses are presented based on six different factors: Perceived Usefulness, Perceived Ease of Use, Openness, Self-Efficacy, Quality of Service, and Reputation of the MOOC Provider. To test these hypotheses two surveys were conducted, one before and one after the COVID-19 period. Analyzing the data from these two time periods provides insight into the level of influence each of these factors has had on increased MOOC usage. Survey data was tested using the novel Partial Least Squares-Artificial Neural Network approach, which can effectively analyze complex human decisions. The findings indicate that Perceived Usefulness was the most influential factor in the adoption of MOOCs both before and after the COVID-19 pandemic. Interestingly, changes have been observed in the impact of Openness between the pre-pandemic and post-pandemic periods.
dc.description.sponsorshipThe Weizenbaum Institute is funded by the German Federal Ministry of Education and Research (BMBF)
dc.identifier.citationChavoshi, A., & Jandaghi Shahi, S. (2024). Comparative Analysis of the Essential Factors for the Adoption of Massive Open Online Courses in Higher Education of a Developing Country: Pre and Post COVID-19. Weizenbaum Journal of the Digital Society, 4(4). https://doi.org/10.34669/wi.wjds/4.4.4
dc.identifier.doihttps://doi.org/10.34669/wi.wjds/4.4.4
dc.identifier.issn2748-5625
dc.identifier.urihttps://www.weizenbaum-library.de/handle/id/708
dc.identifier.zdb3064083-0
dc.language.isoeng
dc.publisherWeizenbaum Institute
dc.rightsopen access
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectMassive Open Online Courses (MOOCs)
dc.subjectOnline Learning
dc.subjectTechnology Acceptance Model (TAM)
dc.subjectPartial Least Squares-Artificial Neural Network (PLS-ANN)
dc.subjectHigher Education
dc.subject.ddc004 Informatik
dc.titleComparative Analysis of the Essential Factors for the Adoption of Massive Open Online Courses in Higher Education of a Developing Country: Pre and Post COVID-19
dc.typeArticle
dc.type.statuspublishedVersion
dcmi.typeText
dcterms.bibliographicCitation.issue4
dcterms.bibliographicCitation.journaltitleWeizenbaum Journal of the Digital Society
dcterms.bibliographicCitation.originalpublisherplaceBerlin
dcterms.bibliographicCitation.volume4
local.series.nameWeizenbaum Journal of the Digital Society
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Vol. 4 No. 4 (2024)