In MOOCs we Trust: Learner Perceptions of MOOC Quality via Trust and Credibility.
Saved in:
| Title: | In MOOCs we Trust: Learner Perceptions of MOOC Quality via Trust and Credibility. |
|---|---|
| Authors: | Costello, Eamon1 eamon.csotello@dcu.ie, Brunton, James1, Brown, Mark1, Daly, Laurence1 |
| Source: | International Journal of Emerging Technologies in Learning. 2018, Vol. 13 Issue 6, p214-222. 9p. 4 Charts, 1 Graph. |
| Subject Terms: | *Massive open online courses, *Educational technology, *Teaching methods, *College students, *Effect of technological innovations on education |
| Abstract: | In this study we sought to examine MOOC learners' levels of trust in the platforms, institutions, and instructors involved in MOOC design and delivery. We sought to examine what influenced learners' conceptualizations of trust in MOOCs and how this might influence their future intentions towards the related MOOC providers. To this end we examined whether an increase in perceived source credibility of the MOOC increased trusting beliefs of the MOOC learner. Furthermore, we examined whether increases in trusting beliefs of the MOOC learner would lead to an increase in their future trusting intentions. This second question has implications for whether a learner persists in their learning or decides to commit to further study pathways such as paid certificates. In addition to testing these two hypotheses we sought to determine the most significant underlying drivers that learners reported as affecting their trust in MOOCs they undertook. Drawing on concepts of trust from the literature, we adapted and developed a survey instrument and recruited MOOC learners to respond. Following analysis of 76 responses we found a positive correlation between source credibility and learner trust in MOOCs. Further there was also a positive correlation found between trust in MOOCs and learners' professed future intentions. Finally, we determined several component factors of MOOC trust drivers as reported by MOOC learners. Our work holds potential implications for MOOC platform developers, instructors, and designers in signposting areas where MOOC learners have positive and negative experiences of MOOCs, which can in turn influence their future relationship with the MOOC providers. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 129858643 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: In MOOCs we Trust: Learner Perceptions of MOOC Quality via Trust and Credibility. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Costello%2C+Eamon%22">Costello, Eamon</searchLink><relatesTo>1</relatesTo><i> eamon.csotello@dcu.ie</i><br /><searchLink fieldCode="AR" term="%22Brunton%2C+James%22">Brunton, James</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Brown%2C+Mark%22">Brown, Mark</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Daly%2C+Laurence%22">Daly, Laurence</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Emerging+Technologies+in+Learning%22">International Journal of Emerging Technologies in Learning</searchLink>. 2018, Vol. 13 Issue 6, p214-222. 9p. 4 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Effect+of+technological+innovations+on+education%22">Effect of technological innovations on education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this study we sought to examine MOOC learners' levels of trust in the platforms, institutions, and instructors involved in MOOC design and delivery. We sought to examine what influenced learners' conceptualizations of trust in MOOCs and how this might influence their future intentions towards the related MOOC providers. To this end we examined whether an increase in perceived source credibility of the MOOC increased trusting beliefs of the MOOC learner. Furthermore, we examined whether increases in trusting beliefs of the MOOC learner would lead to an increase in their future trusting intentions. This second question has implications for whether a learner persists in their learning or decides to commit to further study pathways such as paid certificates. In addition to testing these two hypotheses we sought to determine the most significant underlying drivers that learners reported as affecting their trust in MOOCs they undertook. Drawing on concepts of trust from the literature, we adapted and developed a survey instrument and recruited MOOC learners to respond. Following analysis of 76 responses we found a positive correlation between source credibility and learner trust in MOOCs. Further there was also a positive correlation found between trust in MOOCs and learners' professed future intentions. Finally, we determined several component factors of MOOC trust drivers as reported by MOOC learners. Our work holds potential implications for MOOC platform developers, instructors, and designers in signposting areas where MOOC learners have positive and negative experiences of MOOCs, which can in turn influence their future relationship with the MOOC providers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=129858643 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijet.v13i06.8447 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 214 Subjects: – SubjectFull: Massive open online courses Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: College students Type: general – SubjectFull: Effect of technological innovations on education Type: general Titles: – TitleFull: In MOOCs we Trust: Learner Perceptions of MOOC Quality via Trust and Credibility. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Costello, Eamon – PersonEntity: Name: NameFull: Brunton, James – PersonEntity: Name: NameFull: Brown, Mark – PersonEntity: Name: NameFull: Daly, Laurence IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 18630383 Numbering: – Type: volume Value: 13 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Emerging Technologies in Learning Type: main |
| ResultId | 1 |
