A proposed model to design MOOCs through the lens of addressing graduate skill gap

Abstract

PurposeThe purpose of this study is to understand the mediating role of psychological need and immersive experience on graduates' skill gaps on massive open online courses (MOOCs) adoption intention.Design/methodology/approachThe proposed research model is developed by combining two popular theoretical models, namely, the self-determination theory, network externalities theory along technology adoption theory. Data are collected from 318 respondents to test the model. Structural equation modeling (SEM) is applied to analyze the data.FindingsThe study reveals that the sense of psychological needs and immersive experience mediates the influence of skill gap and social interaction on MOOC adaption willingness. However, immersive experience alone cannot influence adoption intention. Similarly, psychological needs cannot have a significant impact on adoption intention without the graduate skill gap.Originality/valueThis study specifically focuses on investigating the mechanism of how psychological needs satisfaction mediates the relationship between graduates' skill gap and MOOC adoption intention. The findings suggest us to develop a course that will increase learners employability skill. This study also contributes by incorporating the idea of immersive experience to facilitate improved virtual social interaction.