Abstract
The objective of this research is to address the gaps in the literature by examining the relationship among Learning self-efficacy, MOOC-satisfaction and MOOC- Loyalty of the credit-bearning MOOCs at Taylor’s University. A total 952 Taylor’s University students responded to the online survey, 757 students from the August 2017 semester while 195 students from March 2018 Semester. The online questionnaire included 10-item of learning self-efficacy in MOOC, 6-item of MOOC-satisfaction, and 5-item of MOOC-Loyalty. It also included another 2 factors which affected the self-efficacy and satisfaction: 9-item on Ease of learning in MOOC and 5-item on Quality of MOOC content. Reliability test was performed and reported the Cronbach’s alphas for students’ Learning self-efficacy in MOOC, MOOC-satisfaction and MOOC-Loyalty were 0.979, 0.959, 0.964 respectively while Cronbach alpha for Ease of learning in MOOC and Quality of MOOC content were 0.962 and 0.964 respectively. Pearson correlation analysis was performed to obtain the correlation coefficient between pair of variables among all the variables. The results of zero order correlation analysis showed a strong positive correlation between the predictors and outcome variables. However, a higher order partial correlation was also performed and results showed that MOOC-satisfaction is an intervening variable which mediate the relationship between Learning self-efficacy and MOOC-Loyalty. The research findings provided positive impact to lecturers who plan to convert from traditional teaching pedagogy to MOOC mode as Malaysian students have higher degree of MOOC-loyalty and they were in favor of continuing to take up the credit bearing MOOC throughout their study at Taylor’s university or after graduating. Besides, it also alarmed the university administrator to provide the best infra-structure for the MOOC platform and best quality of MOOC content so as to raise the MOOC-satisfaction which would enhance the MOOC-loyalty.
Highlights
IntroductionMany public and private universities in Malaysia have started the MOOC initiatives in general studies modules on a partial implementation basis
There were 458 students enrolled to the Tamadun Islam and Tamadun Asia or TITAS and 493 students enrolled to Hubungan Etnik or HE
Improvement on the quality of contents and easiness in learning have been done after obtaining feedbacks from the students, this might have led to the higher rating on all the measurable variables, on the MOOC-satisfaction and MOOC-loyalty
Summary
Many public and private universities in Malaysia have started the MOOC initiatives in general studies modules on a partial implementation basis. Many public universities have claimed to start the piloted MOOC initiatives for the general studies modules which include Hubungan Etnik (Ethnic Relation) and TITAS. Taylor’s University is a top ranking private university in Malaysia which has begun to develop modules in MOOC since 2013 It is the first University in Malaysia to offer MOOCs with 100% online delivery to replace the traditional face to face approach to its two general study modules in 2016. The two compulsory general studies modules are Hubungan Ethnik (Ethnic Relations) and Tamadun Islam dan Tamadun Asia, TITAS (Islamic Civilization and Asia Civilization) These two modules have large enrolment, each module has more than 1200 students for each semester and all Malaysia students need to undertake and pass these two modules before they receive their degree. In response to these problems, this research proposes to examine relationship among learning selfefficacy, MOOC-satisfaction and MOOC-Loyalty of MOOC learners at Taylor’s University
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