Perceived Usefulness, Reputation, and Tutors' Advocate as Predictors of MOOC Utilization by Distance Learners: Implication on Library Services in Distance Learning in Eswatini'

Autor/inn/en	Tella, Adeyinka; Tsabedze, Vusi; Ngoaketsi, Joseph; Enakrire, Rexwhite Tega
Titel	Perceived Usefulness, Reputation, and Tutors' Advocate as Predictors of MOOC Utilization by Distance Learners: Implication on Library Services in Distance Learning in Eswatini'
Quelle	In: Journal of Library & Information Services in Distance Learning, 15 (2021) 1, S.41-67 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tella, Adeyinka) ORCID (Tsabedze, Vusi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2020.1828218
Schlagwörter	Value Judgment; Reputation; Institutional Characteristics; Tutors; Advocacy; Predictor Variables; Online Courses; Open Education; Distance Education; Library Services; Librarians; Librarian Attitudes; Higher Education; Foreign Countries; Eswatini + Suchen Sie Ihr Suchwort? Werturteil; Förderlehrer; Lehrender; Tutor; Sozialanwaltschaft; Prädiktor; Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Bibliotheksarbeit; Librarian; Bibliothekar; Bibliothekarin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	This study investigated predictors of Massive Online Open Courses (MOOCs) utilization by distance education librarians and drew out implications on library services in distance learning in Eswatini'. Eswatini is a small country in the Southern part of Africa where only a few studies on MOOCs have been conducted focusing on perceived usefulness, institutional reputation, and tutors/advocacy as they exert influence on MOOCs utilization. Therefore, a census of all available 41 librarians running distance education through MOOCs platform was taken as a sample for the study. The questionnaire was used for the collection of data while data collected from the respondents were analyzed using multiple correlation, ANOVA, and multiple regression. The results demonstrated that the three variables perceived usefulness, institutional reputation, and tutors' advocacy had a significant positive impact on distance education librarians' utilization of MOOCs and these have significant implications on library services provision in distance education and for distance learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01