Barriers to Taking Massive Open Online Courses (MOOCs)

  title={Barriers to Taking Massive Open Online Courses (MOOCs)},
  author={Tatiana Semenova and L. M. Rudakova},
  journal={Russian Education \& Society},
  pages={228 - 245}
Researchers of the traditional higher education system identify a number of factors affecting admission to a university (barriers to entry) and factors of its successful completion (barriers to exit). Massive open online courses (MOOCs), available to any Internet user, remove barriers to entry because anyone can study there. But do all students have an equal chance of successful completion of the online course? Do the same barriers to exit exist for MOOCs? Binary logistic regression was used to… 
From around 2008, Massive Open Online Courses (MOOCs) promised a new way in which universities could better position themselves for future disruptions to the Higher Education (HE) sector. Anyone with
An Investigation of Novice Pre-University Students’ Views towards MOOCs: The Case of Malaysia
ABSTRACT There has been a growing number of studies dedicated to understanding how Massive Open Online Courses (MOOCs) impact the e-learning community. Yet, little is still known about how novice
The massive open online course (MOOC) is among the latest e-learning initiative to attain widespread popularity students, professors, and teaching assistants (TAs). A systematic review focusing on
Success and Challenges in MOOCs: A Literature Systematic Review Technique
The rapid evolution of massive open online courses (MOOCs) has attracted widespread media coverage to the propensity of conventional education methods to disrupt readily available and free or cheap
Investigating the Use of MOOCs: An Innovation Adoption Perspective
MOOCs (Massive Online Open Courses) are deemed to address the digital divide and promote equity in educational opportunities. However, the adoption rate of MOOCs is still low while the dropout rate
The MOOC dropout phenomenon and retention strategies
ABSTRACT The high dropout rate from Massive Open Online Courses (MOOCs) has been a major concern of researchers and educators over the years. Although academic papers on MOOCs have mushroomed over
MOOCs Integration into Campus-Based Curricula: The Case for Russia
Massive open online course (MOOC) is a relatively new format of online learning; despite this, it is actively integrated into the educational process of universities. Using data from publications,
The role of learners’ motivation in MOOC completion
  • T. Semenova
  • Psychology
    Open Learning: The Journal of Open, Distance and e-Learning
  • 2020
ABSTRACT Studies have shown that learners’ motivation is a significant predictor of the level of engagement in a MOOC. However, the role of motivation in a MOOC’s completion remains questionable. In
Adoption, completion and continuance of MOOCs: a longitudinal study of students’ behavioural intentions
ABSTRACT The purpose of this study is to investigate the factors underlying the adoption, completion and continuance of massive open online courses (MOOCs), using technology-user-environment (TUE)
Investigating the adoption of MOOCs in a developing country: Application of technology-user-environment framework and self-determination theory
  • K. Gupta
  • Business
    Interact. Technol. Smart Educ.
  • 2020
The findings indicate that the learners’ intention to adopt MOOCs is significantly influenced by intrinsic motivation, social recognition, perceived value and perceived usefulness, while the personal readiness, self-regulation of learners and peer influence are not found to have any significant impact onMOOCs adoption intention.


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