大规模开放在线课程的实施对学生满意度和继续学习意愿的影响

Ahmed Farouk Kineber, Nehal Elshaboury, Sherif Mostafa, Ahmed Abdiaziz Alasow, Mehrdad Arashpour
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引用次数: 0

摘要

目的 索马里大学开设的工程学课程吸引了许多学生,每学期都有 300 到 500 名学生,这使得课程的管理和授课具有挑战性。大规模开放式在线课程(MOOCs)越来越受欢迎,导致注册人数快速增长,给有效管理和向大量学习者提供课程内容带来了困难。为此,本研究旨在探讨 MOOC 的实施因素对学习者继续学习的意向和满意度的影响,以提供能够增强学习体验和确保长期参与的见解。 设计/方法/途径 本研究在广泛的文献综述基础上采用了调查方法,以收集有关索马里大学在管理和提供工程学课程方面所面临挑战的数据。调查包括一系列问题,从不同专业的学生中收集了 148 个回答。研究结果表明,MOOC 的实施因素,包括课程设计质量、教师声誉、自定进度灵活性、信息相关性、平台可用性和学生支持服务,对学生的继续学习意向和满意度有显著影响。因此,研究建议大学应加强MOOC实施因素,以提高教学质量,增加学生在MOOC环境中学习的持续意向。 原创性/价值 该研究为MOOC实施因素如何影响工科学生的满意度和持续意向提供了实证证据。研究表明,研究结果有助于大学管理层和讲师提高课程的教学质量,并开发适合现代学习者的新策略和方法。这项研究还旨在提高课堂教学的效率和效果,提高学生在学习过程中的参与度。
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Influence of massive open online courses implementation on satisfaction and continuance intention of students

Purpose

The engineering courses offered in Somali universities attract many students, ranging between 300 and 500 every semester, making the management and delivery of the course challenging. The increasing popularity of massive open online courses (MOOCs) has led to rapid growth in enrollment, posing difficulties in effectively managing and delivering content to large volumes of learners. To this end, this study aimed to explore the influence of MOOC implementation factors on learners’ continuance intention and satisfaction to provide insights that can enhance the learning experience and ensure long-term engagement.

Design/methodology/approach

The study utilized a survey approach based on an extensive literature review to collect data on the challenges faced by Somali universities in managing and delivering engineering courses. The survey included a series of questions, and 148 responses were collected from students enrolled in different programs. The collected data were analyzed using partial least squares-structural equation modeling and deep neural network approaches.

Findings

The result demonstrated that MOOC implementation factors, including course design quality, instructor reputation, self-paced flexibility, information relevance, platform usability and student support services, significantly affect students’ continuance intention and satisfaction. Therefore, the study recommends universities should enhance MOOC implementation factors to improve the quality of teaching and increase students’ continuance intention to study in a MOOC environment.

Originality/value

The study provides empirical evidence on how MOOC implementation factors affect the level of satisfaction and continuance intention of engineering students. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.

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来源期刊
CiteScore
4.30
自引率
8.30%
发文量
72
期刊介绍: The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.
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