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Exploring Factors Influencing the Adoption of Massive Open Online Courses for Open Distance Learning
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Abstract
Open distance learning (ODL) is a holistic strategy to increase ubiquitous access to quality learning, empower students to become autonomous learners, improve student success and student engagement in an open and online collaborative effort. However, this effort requires an appropriate technology platform to promote effective ODL practices. Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as an appropriate model for novel technology enhanced learning. However, despite the numerous intrinsic benefits of MOOCs, its ubiquitous adoption for ODL is still lagging. In an attempt to fill this gap, the overarching purpose of this study is to use a method based on the decision theory approach to select the most influential adoption factors of MOOCs to support student learning in an ODL environment. Content analysis has been deployed to identify factors that have been generally attributed in literature to influence the adoption of MOOCs. Numerous research papers, 190 on MOOCs and 301 on ODL, published between 2012 and 2019 as indexed by web of science and google scholar were examined. This paper presents the research results with a discussion on factors that can help to develop student support for ODL. // Paper ID 177
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2019-09
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Commonwealth of Learning (COL)