Exploring Undergraduate Students’ Perceptions of MOOCs
Abstract: Higher education is being revolutionized with the offering of Massive Open Online Courses (MOOCs). This study investigated undergraduate students’ perceptions of MOOCs as a learning opportunity. The participants were enrolled in an undergraduate course in which the instructor integrated MOOCs with in-class activities. At the end of the semester, surveys were distributed to assess students’ perspectives. Factor analysis revealed four types of perception had above-average levels. The four types (factors) were learning satisfaction, learning efficiency, interaction with the instructor and peers, and learning freedom and autonomy. The survey results indicated that the undergraduates held higher than average perceptions on readiness levels. Furthermore, the effects of their individual difference on their readiness were explored. The findings may inform the understanding of MOOC development in higher education and help instructors evaluate the feasibility of integrating MOOCs into classrooms