TY - JOUR
T1 - The adoption of blended learning using Coursera MOOCs : a case study in a Vietnamese higher education institution
AU - Ho, N. T. T.
AU - Pham, H. -H.
AU - Sivapalan, Subarna
AU - Dinh, V. -H.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
UR - https://hdl.handle.net/1959.7/uws:76347
U2 - 10.14742/ajet.7671
DO - 10.14742/ajet.7671
M3 - Article
SN - 1449-5554
VL - 38
SP - 121
EP - 138
JO - Australasian Journal of Educational Technology
JF - Australasian Journal of Educational Technology
IS - 6
ER -