Abstract
An application of AHP for students’ perspectives on adopting MOOCs
Highlights
Online education or e-learning has been a popular form of education which is of interest to those students who cannot pursue full time degree courses
Eight sub-factors categorized under three main factors namely “benefits of Massive Open Online Courses (MOOCs)”, “MOOCs features” and “social recognition”, are considered for prioritization
As there were 250 respondents, 250 comparison matrices were made for comparing main factors with each other; 250 matrices were made for comparing the sub-factors of the main factor “benefits of MOOCs”; 250 matrices were made for comparing the sub-factors of the main factor “MOOCs features”; and 250 matrices were made for comparing the sub-factors of the main factor “social recognition”
Summary
Online education or e-learning has been a popular form of education which is of interest to those students who cannot pursue full time degree courses. An innovative form of online learning which has recently gained attention is Massive Open Online Courses (MOOCs). MOOCs are provided through various platforms such as coursera, edX, udemy and so on, where courses in cutting edge areas are available (Alraimi et al, 2015). These courses are offered by world-renowned educational institutions. MOOCs are available to all, wherein anyone can access the courses through Internet. Some MOOCs are self-paced wherein the learners have the flexibility of starting the course at any point of time and learning as per their own convenience (Chen, 2013). The learning resources of MOOCs include learning material, reading articles, video lectures, and interactive forums
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