The Impact of MOOCs on Teaching and Learning: an Exploratory Study of Students’ Perceptions of MOOCs in Zhejiang Province of China
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With the dawn of technology education, MOOCs (Massive Open Online Courses) has become the educational buzzword around the world. The purpose of this empirical study was to explore the learning behavior and experience of university students towards MOOCs in Zhejiang province of China, as well as to uncover possible factors that contribute to students’ participation. This study applied binary logistic regression within the software package SPSS 19.0, among which “significance” in logistic model was to examine the biggest influencers in MOOCs participation. The study’s conclusion is that the impact of MOOCs in Zhejiang IHE has yet to stir a revolution because most students consider them as a complement to, rather than a substitute for, traditional face-to-face education on a physical campus. Recommendations are given for practice in both higher learning and teaching aspects in coping with opportunities and challenges brought by this educational innovation.
MOOC, Empirical study, Higher learning and teaching