Why people do not use MOOCs: an innovation resistance perspective
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 2 January 2025
Issue publication date: 24 February 2025
Abstract
Purpose
Even though the pandemic years resulted in a significant increase in massive open online courses (MOOCs), there are still countries where penetration is low. The rejection of MOOCs can inhibit individual and societal advancements. The purpose of this study is to explore what is behind the resistance to MOOCs in these regions. Using the theoretical framework of innovation resistance theory, it defines the factors that inhibit the adoption of MOOCs.
Design/methodology/approach
The research is based on two studies. In the first study, in-depth interviews were used to explore factors that may cause barriers to adoption. Following the results of the first phase, a survey was conducted to investigate resistance to MOOCs, including both users and nonusers of such platforms.
Findings
Structural equation modeling revealed the presence of functional and psychological barriers, with the most significant being usage and value-related barriers. The lack of information and the need for interaction were identified as the main factors contributing to these barriers.
Originality/value
The results help increase the acceptance and effective integration of MOOCs into different educational environments, especially in countries with high resistance.
Keywords
Acknowledgements
Acknowledgments and funding: This research was supported by the the Hungarian National Research, Development, and Innovation Office, financed under the OTKA funding scheme, No. K-145937.
Disclosure statement: No potential conflict of interest was declared by the authors.
Ethics approval: The research has ethical approval.
Data availability: The data that support the findings of this study are available from the corresponding author upon reasonable request.
Citation
Pörzse, G. and Kenesei, Z. (2025), "Why people do not use MOOCs: an innovation resistance perspective", Information and Learning Sciences, Vol. 126 No. 3/4, pp. 259-285. https://doi.org/10.1108/ILS-05-2024-0046
Publisher
:Emerald Publishing Limited
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