Awareness and Attitude Towards Massive Open Online Courses (MOOC) Among Under Graduate Students

Abstract

A quantitative research approach with descriptive research design was used for this study. MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education. The possibility for MOOCs to deliver high-quality and contextualized learning content in the most under-served regions of the world is only recently being explored. Objectives: To assess the awareness and attitude towards massive open online courses among under graduate nursing students and to associate the awareness and attitude towards massive open online courses among under graduate nursing students with selected demographic variables. Methodology: Non-probability purposive sampling technique was used for sample selection. Data was collected from 89 undergraduate students using structured questionnaire for assessing awareness and likert scale to assess attitude towards MOOC. Data collection was done using Google forms and analysed using descriptive and inferential statistics. Result: Majority (71.9%) were found in the age group of 19-21 years, (77.5%) had never enrolled for any massive open online course before. Mostly (50.56%) had poor awareness regarding massive open online course and (53.9%) had satisfactory attitude towards MOOC. There is no significant association between awareness and attitude of students who have enrolled far MOOC prior. Conclusion: The study reveals that mostly undergraduate students have poor awareness and satisfactory attitude towards MOOC. Keywords: MOOC: massive open online courses, awareness, attitude, undergraduate students.