STUDENT AND TEACHER PERSPECTIVES ON FACTORS TO SUCCESS AND ATTRITION IN ENGINEERING MINI-MOOC USING TECHNOLOGY ACCEPTANCE MODEL (TAM)

Abstract

Purpose: To keep abreast of the latest educational development and to enrich student learning. Vocational Training Council (VTC) is among the first vocational institutions in Hong Kong for piloting massive open online courses (MOOCs) (which are being referred as mini-MOOCs here) on various disciplines. This paper examines one of the mini-MOOCs we have developed for the Engineering discipline. The aim of this study is to gather information and investigate the influencing factors that contribute to the success and attrition in the Engineering mini-MOOC.
 Methodology: These insights come from the empirical study conducted in a mini-MOOC titled “Unauthorized Buildings Works” (UBWs), which was being implemented as a blended activity in the module. Two groups of second-year students from the higher diploma in construction were selected to participate in non-MOOC (i.e., the control group) and MOOC (i.e., the experimental group) classes over two years. The mini-MOOC subjects were invited to complete questionnaires and attend a focus group interview upon completion of the activity.
 Main Findings: The analysis yielded striking results, which led to a discussion on the contributing factors to success and attrition in the Engineering mini-MOOC using Technology Acceptance Model (TAM).
 Implications: Due to limited resources in the research, the methods of data collection were different over two years of study. An implication of this is that an enhanced methodology is needed to determine the academic effectiveness of the mini-MOOC and achieve the consistency of the findings.
 Novelty/Originality: The present study contributes to significant findings in how TAM factors and external variables influenced the usage of mini-MOOC from the perspectives of both learners and teachers.