Understanding Learners' Completion Intention of Massive Open Online Courses (MOOCs): Role of Personality Traits and Personal Innovativeness

Autor/in	Gupta, Kriti Priya
Titel	Understanding Learners' Completion Intention of Massive Open Online Courses (MOOCs): Role of Personality Traits and Personal Innovativeness
Quelle	In: International Journal of Educational Management, 35 (2021) 4, S.848-865 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-01-2020-0042
Schlagwörter	Intention; Academic Persistence; Student Characteristics; Personality Traits; Graduate Students; Online Courses; Open Education; Innovation; Adoption (Ideas); Potential Dropouts; Correlation; Developing Nations; Foreign Countries; India + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Ideas; Ideenfindung; Korrelation; Developing country; Developing countries; Entwicklungsland; Ausland; Indien
Abstract	Purpose: The present study investigates the influence of five personality traits based on the Big Five model, i.e. extraversion, neuroticism, conscientiousness, agreeableness and openness to experience and personal innovativeness on learners' intention to complete MOOCs. Design/methodology/approach: The proposed model was empirically tested using cross-sectional design. The primary data were gathered through a survey of 515 students at five higher educational institutions in the National Capital Region of Delhi, India. Structural equation modelling was used to test the hypothesized relationships in the proposed model. Findings: The study has found significant associations between the personality traits, personal innovativeness and MOOC completion intention. The findings indicate that extraversion, conscientiousness, agreeableness, openness to experience and personal innovativeness have significant positive effects whereas neuroticism has no significant effect on MOOCs continuance intention. Personal innovativeness has been found to mediate the relationships between all the personality traits and MOOCs completion intention of learners. Practical implications: Our findings can potentially address the issue of drop-out rates of MOOCs in developing countries such as India. The findings of the study are helpful for MOOCs providers and other stakeholders. The MOOC developers should develop courses with wide scope so as to accommodate learners with different personality profiles. Additionally, during the enrolment process, MOOC providers can identify the students' attributes through personality tests. This will help in customizing the study material and teaching pedagogy as per the needs of the students. Originality/value: The study contributes to the growing area of research in MOOCs usage by exploring the influence of personality traits on learners' behaviour towards completing MOOCs. Since the learners' intention to complete MOOCs is a major concern for MOOC developers, hence the present study makes a worthwhile contribution as it is a relatively under-researched area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01