Examining Students’ Readiness for MOOCs: Applying a Structural Equation Modeling Approach
DOI:
https://doi.org/10.46328/ijte.284Keywords:
Online learning, Massive open online course, MOOC adoption, Technical competency, Social competency, Communication competencyAbstract
This study investigates students’ readiness to adopt Massive Open Online Courses (MOOCs) at the University of Ha’il. It applied Student Online Learning Readiness (SOLR) model to examine the constructs that might influence students’ readiness toward using MOOCs. A questionnaire was sent to students that measured the model’s latent constructs: technical competency (TC), social competency (SC), communication competency (CC), and student readiness. A total of 111 responses were received, and the model was analyzed relied on structural equation modeling (SEM). The findings showed that TC and CC had a significant positive effect on the readiness of students to use MOOCs. Surprisingly, SC had an insignificant effect on students’ readiness. The findings of this study provide educational decision-makers and designers with essential input for delivering effective MOOCs.
References
Alshammari, S. H. (2022). Examining students’ readiness for MOOCs: Applying a structural equation modeling approach. International Journal of Technology in Education (IJTE), 5(2), 221-234. https://doi.org/10.46328/ijte.284
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