Journal Screenshot

International Journal of Academic Research in Business and Social Sciences

Open Access Journal

ISSN: 2222-6990

The Impact of MOOC Platform Quality on the Independent Learning Ability of Higher Education Students: A Critical Review of the Literature

Zhang Huimin, Abdul Rahman Ahmad, Mohd Razilan Abdul Kadir

http://dx.doi.org/10.6007/IJARBSS/v14-i6/21737

Open access

The critical review of literature is carried out by analyzing articles, journals, books, theses, and dissertations, as well as information obtained through online databases. Furthermore, this paper provides a critical overview of literature on MOOC platforms and self-directed learning. It gives an overview of the current state of research on MOOC platforms, examining their design, organization, and management aspects. It also investigates the theoretical underpinnings and conceptual understanding of independent learning, as well as the existing challenges and influencing factors.

Aithal, P. S., & Aithal, S. (2023). How to Empower Educators through Digital Pedagogies and Faculty Development Strategies. International Journal of Applied Engineering and Management Letters (IJAEML), 7(4), 139-183.
Al-Rahmi, W. M., Yahaya, N., Alamri, M. M., Alyoussef, I. Y., Al-Rahmi, A. M., & Kamin, Y. B. (2019). Integrating innovation diffusion theory with technology acceptance model: Supporting students’ attitude towards using a massive open online course (MOOCs) systems. Interactive Learning Environments, 1-13.
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322-352.
Albelbisi, N. A., Al-Adwan, A. S., & Habibi, A. (2021). Impact of quality antecedents on satisfaction toward MOOC. Turkish Online Journal of Distance Education, 22(2), 164-175.
Albelbisi, N. A., Al-Adwan, A. S., & Habibi, A. (2021). Impact of quality antecedents on satisfaction toward MOOC. Turkish Online Journal of Distance Education, 22(2), 164-175.
AlQaidoom, H., & Shah, A. (2019, June). Digital Literacy and the Attitude of Educators Towards MOOC Platform in GCC Countries. In 2019 IEEE International Conference on Innovative Research and Development (ICIRD) (pp. 1-6). IEEE.
Alturki, U., & Aldraiweesh, A. (2023). An Empirical Investigation into Students’ Actual Use of MOOCs in Saudi Arabia Higher Education. Sustainability, 15(8), 6918.
Baafi, R. K. A. (2020). Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana.
Chen, T., Peng, L., Jing, B., Wu, C., Yang, J., & Cong, G. (2020). The impact of the COVID-19 pandemic on user experience with online education platforms in China. Sustainability, 12(18), 7329.
Cheng, J., Yuen, A. H., & Chiu, D. K. (2022). Systematic review of MOOC research in mainland China. Library Hi Tech.
Chiu, T. K. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive learning environments, 1-14.
Elfeky, A. I. M., Masadeh, T. S. Y., & Elbyaly, M. Y. H. (2020). Advance organizers in flipped classroom via e-learning management system and the promotion of integrated science process skills. Thinking Skills and Creativity, 35, 100622.
Fletcher, T., & Ní Chróinín, D. (2022). Pedagogical principles that support the prioritisation of meaningful experiences in physical education: conceptual and practical considerations. Physical Education and Sport Pedagogy, 27(5), 455-466.
Grani?, A., & Maranguni?, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
Gu, W., Xu, Y., & Sun, Z. J. (2021). Does MOOC quality affect users’ continuance intention? Based on an integrated model. Sustainability, 13(22), 12536.
Joo, Y. J., So, H. J., & Kim, N. H. (2018). Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs. Computers & Education, 122, 260-272.
Kamal, S. A., Shafiq, M., & Kakria, P. (2020). Investigating acceptance of telemedicine services through an extended technology acceptance model (TAM). Technology in Society, 60, 101212.
Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal of Educational Technology, 50(5), 2394-2413.
Khan, A. U., Khan, K. U., Atlas, F., Akhtar, S., & Farhan, K. H. A. N. (2021). Critical factors influencing MOOCs retention: The mediating role of information technology. Turkish Online Journal of Distance Education, 22(4), 82-101.
Kim, D., Jung, E., Yoon, M., Chang, Y., Park, S., Kim, D., & Demir, F. (2021). Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC. Computers & Education, 166, 104171.
Li, Y., Nishimura, N., Yagami, H., & Park, H. S. (2021). An empirical study on online learners’ continuance intentions in China. Sustainability, 13(2), 889.
Lijuan, W. & Xiaofeng, S. (2018) Characteristics of MOOCs and their platform construction. Modern Communication, (01): 176-177.
Lumanta, M. F., & Garcia, P. G. (2020). Quality Initiatives in an Open and Distance E-Learning Institution: Towards Excellence and Equity.
Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1), 1683933.
Pedler, M., Hudson, S., & Yeigh, T. (2020). The teachers' role in student engagement: A review. Australian Journal of Teacher Education (Online), 45(3), 48-62.
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150-161.
Rulinawaty, R., Priyanto, A., Kuncoro, S., Rahmawaty, D., & Wijaya, A. (2023). Massive Open Online Courses (MOOCs) as Catalysts of Change in Education During Unprecedented Times: A Narrative Review. Jurnal Penelitian Pendidikan IPA, 9(SpecialIssue), 53-63.
Shanshan, S., & Wenfei, L. (2022). Understanding the impact of quality elements on MOOCs continuance intention. Education and Information Technologies, 27(8), 10949-10976.
Shurygin, V., Saenko, N., Zekiy, A., Klochko, E., & Kulapov, M. (2021). Learning management systems in academic and corporate distance education. International Journal of Emerging Technologies in Learning (iJET), 16(11), 121-139.
Song, J. (2018, May). Elements in MOOC-based College English Learning Environment--Based on Biggs’s 3P Model. In 4th International Symposium on Social Science (ISSS 2018) (pp. 357-360). Atlantis Press.
Su, P. Y., Guo, J. H., & Shao, Q. G. (2021). Construction of the Quality Evaluation Index System of MOOC Platforms Based on the User Perspective. Sustainability, 13(20), 11163.
Su, P. Y., Guo, J. H., & Shao, Q. G. (2021). Construction of the Quality Evaluation Index System of MOOC Platforms Based on the User Perspective. Sustainability, 13(20), 11163.
Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self?determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174.
Wang, K., & Zhu, C. (2019). MOOC-based flipped learning in higher education: students’ participation, experience and learning performance. International Journal of Educational Technology in Higher Education, 16(1), 1-18.
Wei, J., Chu, X., Sun, X. Y., Xu, K., Deng, H. X., Chen, J., ... & Lei, M. (2019). Machine learning in materials science. InfoMat, 1(3), 338-358.
Wu, B., & Wang, Y. (2022). Formation mechanism of popular courses on MOOC platforms: A configurational approach. Computers & Education, 191, 104629.
Yang, M., Shao, Z., Liu, Q., & Liu, C. (2017). Understanding the quality factors that influence the continuance intention of students toward participation in MOOCs. Educational Technology Research and Development, 65, 1195-1214.
Yasmin, M., Naseem, F., & Masso, I. C. (2019). Teacher-directed learning to self-directed learning transition barriers in Pakistan. Studies in Educational Evaluation, 61, 34-40.
Yousef, A. M. F., & Sumner, T. (2021). Reflections on the last decade of MOOC research. Computer Applications in Engineering Education, 29(4), 648-665.

(Huimin et al., 2024)
Huimin, Z., Ahmad, A. R., & Kadir, M. R. A. (2024). The Impact of MOOC Platform Quality on the Independent Learning Ability of Higher Education Students: A Critical Review of the Literature. International Journal of Academic Research in Business & Social Sciences, 14(6), 1577–1592.