Abstract
A survey was carried out among undergraduate law students in universities in Osun State, Nigeria to determine the predictive influence of awareness on intention to use Massive Open Online Courses (MOOCs). Proportionate stratified sampling was used to select 356 out of a population of 3269 students. A validated questionnaire with Cronbach’s alpha reliability coefficient of 0.92 was used for data collection. A return rate of 100% was achieved. Data collected were analyzed using descriptive and binary logistic regression. Findings revealed that awareness of MOOCs significantly predicted intention to use MOOCs by the students (Odds Ratio=1.894; Wald Statistics=12.413, p=0.000). Findings further revealed that a good number of the respondents intend to use MOOCs (n=264, 78.3%). The Internet (n=92) was the main source of awareness of MOOCs, but slow internet connectivity (n=254) topped the list of constraints to the use of MOOCs by the students. The study concluded that awareness of MOOCs is critical to its use by undergraduate students in universities in Osun State. It was recommended that law librarians should create awareness of MOOCs among students. Also, law administrators, council of legal education and legal educators should work with the government to improve Internet facilities in the universities to enable law students take full advantage of MOOCs platforms.
 Keywords: Awareness, Massive Open Online Courses, Use, Law Students, Undergraduates
Highlights
Information and Communication Technology (ICT) has revolutionized all sectors of human life including the educational sector
What is the level of awareness of Massive Open Online Courses (MOOCs) by law students in Universities in Osun State? Do law students in Universities in Osun State intend to use MOOCs? How does awareness predict intention to use MOOCs among law students in the study area?
Awareness of MOOCs was measured using a 4-point scale in the following format: 4= Highly Aware (HA), 3=Aware (A), 2=Partially Aware (PA), 1=Not Aware (NA), while intention to use MOOCs was measured as a dichotomous response of Yes or No The instrument was developed by the researcher and was pretested among 30 law students of Babcock University
Summary
Information and Communication Technology (ICT) has revolutionized all sectors of human life including the educational sector. According to Saba (2011), distance education, known as long-distance learning, is a form of education where the teacher and students physically separated during instruction. This type of learning involved correspondence courses where the student interacted with the school via post. MOOCs are educational or instructional multimedia modules made available over the Internet with unlimited number of participant (Pilli & Admiral, 2017). They are generally open (free access), participatory, distributed, and part of lifetime self-directed learning network. Everyone is allowed to participate and work together either to develop existing knowledge or attain new knowledge, thereby paving way for continuous education
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