| Abstract [eng] |
The main purpose of this master thesis is to determine the factors that influence both intents in MOOC participation (Massive Open Online Courses): intent to start and intent to finish MOOC. This work consists of three major parts: the literature analysis, the research and results of analysis, conclusions, limitations of the study and recommendations. Author has carried out the experimental factorial design study by asking Vilnius University students to participate in specific MOOCs. Overall, 210 participants presented answers in an online survey. Most of the participants were women (61%), able to participate in two presented courses. The results of the study have been analysed with SPSS Statistics software. The scales used in the study presented required Cronbach alpha reliability. For data analysis required tests of correlation, multiple linear regressions were used that in most cases (except computer self-efficacy) presented existing connections and influences between independent and dependent variables. It was found that the most important factor influencing intentions is attitude, which correlates with analysis of insights from literature analysis. Regarding limitations to measure intention to complete MOOC, it is significant to mention that the most (61%) respondents have never before participated in MOOC’s and reported completing up to 20% of courses that were asked to participate in. 69 The conclusions and limitations of the study not only gives insights into the most important factors, updated model of the thesis but also specify what upgrades could be made in future studies. The limitations and recommendations emphasise the importance of recreation of this study in different settings with more universal stimulus and recommends adding additional elements, such as price, certificates offered by the organisations that carry out the courses. The author believes that results from this thesis could give findings not only to future studies but also to companies offering MOCCs that could be useful in ways to influence intention to participate and facilitate conditions that influence intention to finish MOOCs. Analysis of literature proposes that there are factors that influence both previously mentioned intentions: perceived usefulness, perceived ease of use, academic and computer self-efficacy, attitude regarding MOOCs, social influence. In previous studies intentions haven’t been studied side by side and conclusions regarding their influence fluctuate. |
