The adoption of blended learning using Coursera MOOCs: A case study in a Vietnamese higher education institution

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-12-19 DOI:10.14742/ajet.7671
Nguyen Thi Thao Ho, Hiep-Hung Pham, S. Sivapalan, Viet-Hung Dinh
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引用次数: 1

Abstract

This research is unique to a Vietnamese higher education institution that adopted blended learning using Coursera MOOCs. Employing the service quality model, the objective was to investigate factors affecting the continuance intention and recommendation to others towards blended learning using Coursera MOOCs. This study was conducted an online survey with 637 students across four campuses of a Vietnamese higher education institution. The results of the structural equation modeling showed that the learning content and online responsiveness increased satisfaction with Coursera MOOCs whereas online reliability did not affect satisfaction with Coursera MOOCs. There were also positive relationships between empathy, tangibles, classroom responsiveness, and classroom activities. Assurance and classroom reliability had no significant impacts on classroom activities. Satisfaction and classroom activities positively influenced the continuance intention towards blended learning using Coursera MOOCs. Lastly, satisfaction, classroom activities, and continuance intention significantly affected the recommendation to others towards blended learning using Coursera MOOCs. Implications for practice or policy: A case study process for evaluating the quality of the blended learning using Coursera MOOCs is detailed. Practical recommendations are made for curriculum development, teaching and learning, assessment, and professional development as universities implement the blended learning using MOOCs.
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运用Coursera mooc进行混合学习:以越南某高等教育机构为例
这项研究是越南一所采用Coursera MOOC混合学习的高等教育机构独有的。采用服务质量模型,目的是调查影响使用Coursera MOOC进行混合学习的持续意向和向他人推荐的因素。这项研究是对越南一所高等教育机构四个校区的637名学生进行的在线调查。结构方程建模的结果表明,学习内容和在线反应性提高了对Coursera MOOC的满意度,而在线可靠性不影响对Courserra MOOC的满意程度。同理心、有形内容、课堂反应和课堂活动之间也存在积极的关系。保证和课堂可靠性对课堂活动没有显著影响。满意度和课堂活动对使用Coursera MOOC进行混合学习的持续意向产生了积极影响。最后,满意度、课堂活动和持续意向显著影响了对其他人使用Coursera MOOC进行混合学习的推荐。对实践或政策的影响:详细介绍了使用Courserra MOOC评估混合学习质量的案例研究过程。随着大学使用MOOC实施混合学习,我们为课程开发、教学、评估和专业发展提出了切实可行的建议。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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