Theoretical frameworks and research methods in the study of MOOC/e-Learning behaviors: A theoretical and empirical review
Song, Zhao Xun · Cheung, Mei Fung · Prud'Homme, Stephane

PublishedMay 2017
ConferenceNew Ecology for Education – Communication X Learning
Pages 47-65
PublisherSpringer Singapore
EditorsMa, Will W.K. · Chan, Chi-Keung · Tong, Kar-wai · Fung, Heidi · Fong, Cheuk Wai Rose
CountryChina, Asia

ABSTRACT
The field of research on Massive Open Online Courses (MOOCs) and other online Learning Management Systems (LMS) is very comprehensive. Dozens of theories or intention-based models are used by scholars as theoretical frameworks or basis to deal with the user attitudes, intentions, acceptance, and adoption. Among these frameworks, the Theory of Planned Behavior (TPB), the Technology Acceptance Model (TAM), and The Unified Theory of Acceptance and Use of Technology (UTAUT) are the most widely used models. However, studies on these competing frameworks and models are sparse. In response to the rapid rise of MOOCs and the lack of research examining users' intention to adopt this revolutionary initiative, this study provides a theoretical and empirical review of the three major theoretical models in an attempt to shed lights on future research about the mechanism influencing users' intention or behaviors of adopting MOOCs for long-distance learning. Research methods adopted by scholars using these frameworks are also summarized.

Keywords intention-based models · MOOCs · research methods · theoretical frameworks

Published atSingapore
ISBN978-981-10-4346-8
RefereedYes
Rights© Springer Nature Singapore Pte Ltd. 2017
DOI10.1007/978-981-10-4346-8_5
URLhttps://link.springer.com/chapter/10.1007/978-981-10-4346-8_5
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 102 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

MOOCs
Haber, Jonathan
Overview The New York Times declared 2012 to be “The Year of the MOOC” as millions of students enrolled in massive open online courses (known as MOOCs), millions of investment dollars flowed to the companies making ...
Match: moocs

What’s educational about Open Educational Resources? Different theoretical lenses for conceptualizing learning with OER
Panke, Stefanie; Seufert, Tina
In the last decade, the concept of Open Educational Resources (OER) has gained an undeniable momentum. However, it is an easy trap to confuse download and registration rates with actual learning and interest in the ...
Match: theoretical

E-learning, online education and open education: A contribution to a theoretical approach
Aires, Luisa
PORTUGUESE LANGUAGE ATTACHMENT ONLY Resumo O presente artigo resulta das reflexões desenvolvidas no âmbito do Observatório da Qualidade do Ensino a Distância e e-Learning sediado na Universidade Aberta e, ainda, da ...
Match: theoretical

Peer reviewing of OER in a contested domain – an activity theoretical analysis
Algers, Anne; Ljung, Magnus
Globally, we experience numerous initiatives to increase the adoption of open educational resources (OER), but quality concerns challenge the adoption. In this study we present an analysis of the peer review process of ...
Match: theoretical

Open education research: From the practical to the theoretical
McAndrew, Patrick; Farrow, Rob; McGreal, Rory; Kinuthia, Wanjira; Marshall, Stewart
Match: theoretical

Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices
Cronin, Catherine; MacLaren, Iain
Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not ...
Match: theoretical

“Time is the bottleneck”: A qualitative study exploring why learners drop out of MOOCs
Eriksson, Thommy; Adawi, Tom; Stöhr, Christian
Why do over 90% of the learners in Massive Open Online Courses (MOOCs) never finish the course? There is a need for further studies focusing on the learners’ experiences of participating in MOOCs and factors that ...
Match: moocs

Digital badging at The Open University: Recognition for informal learning
Law, Patrina
Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learning and motivate learners, providing evidence of skills and achievements in a variety of formal ...
Match: moocs

Research trends in Massive Open Online Course (MOOC) theses and dissertations: Surfing the Tsunami wave
Bozkurt, Aras; Keskin, Nilgun Ozdamar; de Waard, Inge
Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to ...
Match: moocs

Advancing teaching with massive open online courses: A review of case studies
Li, Kam Cheong; Wong, Billy Tak Ming
This paper reviews the adoption of massive open online courses (MOOCs) by higher education institutions for teaching on-campus courses, and summarises the good practices from relevant case studies. From a total of 28 ...
Match: moocs; asia