=Paper=
{{Paper
|id=Vol-2830/paper21
|storemode=property
|title=Technology Acceptance Model for MOOC Elements Perception Analizing
|pdfUrl=https://ceur-ws.org/Vol-2830/paper21.pdf
|volume=Vol-2830
|authors=Vera Gerasimova,Yulia Romanova,Marina Melamud
}}
==Technology Acceptance Model for MOOC Elements Perception Analizing==
https://ceur-ws.org/Vol-2830/paper21.pdf
Technology Acceptance Model for MOOC Elements
Perception Analizing
Vera G. Gerasimova [0000-0002-9243-1961], Yulia D. Romanova [0000-0002-8273-0757], and
Marina R. Melamud [0000-0002-8194-4024]
Plekhanov Russian University of Economics, 36 Stremyanny lane, Moscow, 115998, Russia
verag@yandex.ru, ulirom@yandex.ru, melamud.mr@rea.ru
Abstract. In the article, the authors study one of the trends in modern education
– massive open online courses. MOOCs traditionally feature interactive themat-
ic lectures, implemented by various technical means as well as tasks, tests, fo-
rums and comments providing communication between a teacher and a student.
From the start of the development and further on, while promoting the courses,
the authors were interested in how the listeners assess different elements of
MOOCs. Davis’s method is used to assess the preference of MOOC training el-
ements. The research was carried out using a questionnaire on Google Forms.
As a result of the research, the authors obtained data indicating the attractive-
ness of different MOOC training elements. The results of this study contribute
to the development of knowledge in the field of MOOCs. Identifying, sorting
and displaying characteristics according to the TAM theoretical model can fa-
cilitate the design and teaching of MOOCs and, therefore, will promote the re-
search and implementation of more advanced MOOC elements. Moreover, the
identification of student characteristics will allow a better match of MOOC
characteristics with the learning styles of students in the field of information
technology for economics and management majors.
Keywords: MOOC, MOOC training elements, Davis method, e-learning, sur-
veys.
1 Introduction
Massive open online courses (MOOCs) is a rather new but exceptionally important,
under current conditions, trend in the education including online education. Over the
last years, the academic community has been studying how to tap the full potential of
MOOCs since the number of MOOCs themselves together with the number of listen-
ers undergoing training or retraining continue growing. The authors of this article
have developed two massive open online courses published on Stepik, the Russian e-
learning platform. The objective of the article is to analyze different scientific re-
search on the assessment of utility demonstrated by different elements of these cours-
es for the teaching and educational processes as well as to find out which form of
Proceedings of the 10th International Scientific and Practical Conference named after A. I. Kitov
"Information Technologies and Mathematical Methods in Economics and Management
(IT&MM-2020)", October 15-16, 2020, Moscow, Russia
© 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
material presentation is most attractive for the respondents and helps them master the
course better.
In the research presented in the article, the authors faced two main challenges: first
of all, to study the characteristics that contributed to the success of MOOCs depend-
ing on student perception, and, secondly, to receive information from the students
themselves on their preferences. To meet these objectives, over 400 online surveys
were held among students concerning two courses in information technology for eco-
nomics and management majors.
Student feedback was analyzed using quantitative and qualitative methods to iden-
tify characteristics that contributed to the success of MOOC elements in terms of
students. First of all, the data of student survey was analyzed using the quantitative
method. Characteristics of different MOOC activities were identified and classified
using a questionnaire drafted following the recommendations and using the updated
Technology Acceptance Model (TAM) by Davis.
The indicated model, despite being proposed by Davis in 1985, is still one of the
most common models used to assess the acceptance of systems by users.
The authors drafted a questionnaire based on the Technology Acceptance Model
by Davis.
The following training elements were specified as MOOCs elements:
Video with teachers on the screen
Video with voiceover text
Video with captions
Practical task
Tests
Tasks with subsequent analysis
It was important for the authors to understand which form of material presentation is
most attractive for the respondents and helps them master the course better.
2 Literature Review
The first platforms appeared in the US (Coursera, EDеX, Udacity), then in Germa-
ny (Iversity), Spain (Crypt4you), the UK (Futurelearn), the EU (Open up Ed) [1].
Russia launched its platforms in 2013-14. They included Lektorium, Universarium,
Stepik (Stepic) etc. Some Russian universities entered Coursera with their own aca-
demic courses.
In 2015, the group of Russian universities including Lomonosov Moscow State
Uni-versity, Peter the Great St. Petersburg Polytechnic University, St. Petersburg
State University, National University of Science and Technology MISIS, National
Research University Higher School of Economics, Moscow Institute of Physics and
Technology, Ural Federal University and ITMO University initiated the creation of
the National Open Education Platform (Otkrytoye Obrazovaniye, hereinafter referred
to as the NOEP) [2].
The implementation of digital higher education programs is aimed at improving the
quality, expanding and updating teaching methods. Today, there is a particular inter-
est in the development of digital education at the state level. The structure of the Digi-
tal Education national project, approved in September 2018 by the Presidium of the
Council under the President of the Russian Federation for Strategic Development and
National Projects pays particular attention to the development of the Digital educa-
tional environment [3, 4].
The Digital Educational Environment federal project has been developed to create
a modern and safe learning environment by 2024. As part of the digital educational
environment implementation, digital competency profiles will be created for all par-
ticipants of the learning process: students, teachers, and administration. The Modern
digital Educational Environment in the Russian Federation project will make online
learning an effective, popular and harmoniously integrated part of the existing educa-
tional system within several years [5, 6]. At the same time, citizens will have free
access to online training courses of any level with the possibility of crediting them by
educational institutions and obtaining certificates confirming the successful comple-
tion of studies. [7, 8]. This project focuses on the development and improvement of
massive open online courses.
Even before the 2020 pandemic, the international MOOCs market showed steady
growth [9, 10]. Amid modern conditions, the development and improvement of
MOOCs is a particularly important trend in the education and online learning. Since
the beginning of 2020, there has been an explosive growth in the number of courses in
the MOOC format, in the number of universities and organizations that publish online
courses, and in the number of students who register for these courses.
In particular, Dhawal Shah, already mentioned here, noted that on March 15 this
year, Class Central saw a large increase in traffic [11]. Since then, over 9 million
students (and perhaps even a few celebrities) have visited Class Central to find cours-
es, sending 5.5 million clicks to the MOOC providers themselves.
The ongoing pandemic has fueled interest in online education – MOOC providers,
in particular, observed a surge that reminded them of the year of MOOC.
Within 30 days, users registered to more than 10 million courses on Coursera,
which is 644% more compared to last year. EdX has become one of the 1000 best
websites in the world. The growth in the number of courses and attendance is shown
in Table 1.
Table 1. Growth in the number of courses and attendance of top MOOC platforms.
April 30th Rank¹ Sessions (in millions)²
Coursera #287 (+157) 45 (↑67%)
edX #663 (+510) 19.2 (↑52%)
FutureLearn #3,009 (+3189) 6.15 (↑116%)
Class Central #4,693 (+12,488) 4.4 (↑406%)
April 30th Rank¹ Sessions (in millions)²
Federica #285,183 (+495,214) 0.18 (↑200%)
MiriadaX #45,692 (+33,412) 0.73 (↑52%)
Table 1 given in [11].
Thus, the number of students undergoing training and retraining with the help of
MOOCs is growing steadily. The authors of this article were part of the team that
developed two massive open online courses hosted on Stepik, the national online
learning platform. We, as developers, from the start of the development and further
on, while promoting the courses, were interested in how the listeners assess different
elements of MOOCs. MOOCs traditionally feature interactive thematic lectures, im-
plemented by various technical means, as well as assignments, tests, communication
with teachers and students on the forum. In this article, the authors consider what kind
of the material presentation is most attractive for the listeners and helps them master
the course better.
Similar studies assessing the utility of various elements of massive open online
courses for teaching and learning processes have been carried out abroad. In the earli-
er papers, Freitas, Morgan, and Gibson, as well as Dabbagh [12, 13], provide infor-
mation about similar problems and suggest different approaches to solving them, as
well as descriptions of various MOOC activities for us to better understand how stu-
dents communicate with MOOCs and undergo them. In these papers, the authors
mention that “…still better indicators are to be developed” to assess the effectiveness
of each element.
Researchers from the Kebangsaan University of Malaysia emphasize the im-
portance of such research and note in their article [14] that “Listening to the voices of
the students and the types of characteristics that they chose to mention, enables fur-
ther exploration of their preferences and expectations regarding MOOCs and, accord-
ingly, to future adaptation between students’ preferences and MOOC characteris-
tics…”.
In the research presented in this article, the authors and their colleagues set two
main objectives: firstly, to study the characteristics that contributed to the success of
MOOC, depending on the perception of students, and, secondly, to learn about stu-
dent preferences from students themselves.
A number of studies by various authors such as: Arbaugh et al., in 2008; [15], Gar-
rison & Arbaugh, in 2007; [16], Kozan, in 2016; [17], Mills et al., in 2016 [18] were
aimed at determining and validating the ratio of different types of training in
MOOCS. These studies were conducted at different times, and there were attempts to
validate, in particular, the model The Community of Inquiry (CoI) framework theory.
However, the authors preferred research based on the results of student surveys, such
as in research by a group of scientists from the Kebangsaan University of Malaysia
[14], in research by Literat, 2015; [19], Lowenthal, Snelson, Perkins, 2018, [20], Gil-
Jaurena, Domínguez, 2018; [21] and also Lin, Cantoni, 2018, [22].
3 Materials and methods
The purpose of the research is to determine the optimal structure of MOOCs. This
study was commissioned by the Plekhanov Russian University of Economics (PRUE).
And this research will help the Department of Informatics of PRUE to create more
effective mass open online courses.
The empirical base of the study features the data of an online survey carried out on
two courses in information technology for economics and management majors hosted
on the Stepik: “Information systems in the economy. Working with MS Access
DBMS” and “Information technology. Working with Excel spreadsheets”. The survey
was conducted using Google forms, and statistical processing was performed using
MS Excel tools. The sample consists of more than 450 respondents who studied these
courses.
Feedback from respondents was analyzed using quantitative and qualitative meth-
ods in order to identify characteristics that contributed to the success of the MOOC
elements from the listeners’ point of view. First of all, the audience survey data were
analyzed using a quantitative method of calculating statistical indicators. The charac-
teristics of the various MOOC activities were identified and classified using a ques-
tionnaire drafted following the recommendations and using the updated Technology
Acceptance Model (TAM) by Davis [23].
The indicated model, despite being proposed by Davis in 1985, is still one of the
most common models used to assess the acceptance of systems by users.
The authors drafted a questionnaire based on the Technology Acceptance Model
by Davis.
The following learning elements were specified as part of the MOOCs:
Video with teachers on the screen
Video with voiceover text
Video with captions
Practical task
Tests
Tasks with subsequent analysis
The assessment of the subjective utility of a training element was carried out
based on the following statements
1. Using this training element will improve my learning performance.
2. Using this training element will help me complete the assigned learning objectives
faster.
3. Using this training element will simplify my learning process.
4. Using this training element will increase the effectiveness of my learning process.
5. Using this training element will broaden my professional horizons.
6. Using this training element will benefit my learning process.
The assessment of the subjective ease of use of this training element was formed on
the basis of answers to the following questions:
1. I will be able to easily learn how to use this training element.
2. It will be easy for me to get exactly what I want from this training element.
3. The interface of this training element is intuitive.
4. I will be able to easily adapt this training element to my needs.
5. I will easily become an advanced user of this training element.
This training element can be easily used by anyone.
It was proposed to give answers using the following scale (Table 2).
Table 1. Scale of responses to questionnaire.
1 — 2 — true 3 — more 4 — I 5 — more 6 — false 7 — com-
that’s likely yes can’t likely no pletely
right than no answer than yes wrong
Drafted by the author in [24]
Many questions are similar which makes the questionnaire more effective, as rec-
ommended in [25].
4 Results
Our research involved seven groups of respondents by age (from 14-17, from 18-21,
from 22-28, from 35-45, from 45-55, from 55-65 and over 65). As the analysis of the
survey data has shown, the majority of answers were given by the age group of 18-21
(Fig. 1), in total 55% of the number of respondents.
Fig. 1. Distribution by age category (drafted by the authors)
The survey revealed that the majority of the respondents consider MOOCs to be
very useful for students and teachers. The respondents say that it helps assimilate the
material consciously, gives a chance to make quick corrections, allows students to
work independently, and facilitates the work of teachers. A minimal number of the
respondents found the use of MOOCs unattractive and not useful both for students
and teachers (Fig. 2).
Fig. 2. Results of answers to the question on whether MOOCs have advantages (drafted by the
authors)
We conducted a study among the population on the experience of using MOOCs.
Half of the respondents experienced (Fig. 3) this educational method only once,
while only 8% of the respondents used massive open online courses more than five
times, which allows us to conclude that MOOCs are not yet so widely known among
the population.
Fig. 3. Experience of respondents in using MOOCs (drafted by the authors)
Another objective of the survey, set by the authors, is to identify the attractiveness of
various educational activities for the respondents that help them master the course
better. It was identified that among all the available answer options, there are no clear
preferences. However, the respondents found the video format with a teacher on the
screen the most useful one, while the video format with captions turned out to be the
least convenient one
Fig. 4. Types of MOOC elements and their attractiveness (drafted by the authors)
Another question posed to the respondents was “Why do you need a MOOC?” As
Fig. 5 shows, there is no definite answer. People want to use MOOCs for completely
different purposes. The only thing we can observe is that the majority voted for self-
education, while the most unpopular answer was “to keep up to date with new devel-
opments”.
Fig. 5. Application of MOOCs (drafted by the authors)
The main limitation of this study was the small number of courses it covered, alt-
hough these courses included hundreds of reviews and a high score: 5 out of 5 and 4.9
out of 5.
5 Discussion
When studying the subjective utility of MOOCs for people of different ages, it can
be concluded based on the survey, that the majority of young people believe that
MOOCs will improve their learning performance, while in the 45+ group, the opinion
prevails that MOOCs will broaden their professional horizons.
The study of the population’s experience in using MOOCs showed that half of the
respondents experienced, as can be seen from Figure 2, this educational method only
once, while only 8% of the respondents used massive open online courses more than
five times, which allows us to conclude that MOOCs is not yet so widely known
among the population.
It was important for the authors to understand which form of material presentation
(video with a teacher on the screen, video with voice-over text, practical tasks, tasks
with subsequent analysis, tests, video with captions) is the most attractive for the re-
spondents and helps them master the course better. It turned out that the respondents
found the video format with the teacher on the screen the most useful one, while the
video format with captions turned out to be the least convenient one.
For the development of MOOCs, it is very important to understand what elements
need to be improved; what positive or negative characteristics are given by the re-
spondents in terms of information presentation means. Another part of our survey
features the analysis of advantages:
Use of visual methods
Promotes better understanding
Colorful
Consistency of presentation
Contact with the teacher
Ease of management, challenges:
The learner does not keep up with the presentation
Difficulty of perception
Cannot enlarge the image, it features small details
No feedback, various forms of material presentation:
Video with voice-over text;
Video with the teacher on the screen;
Video with captions;
Practical tasks;
Tests;
Tasks with subsequent analysis.
Video with voice-over text
Many people find this method inconvenient mainly due to the difficulty of percep-
tion. The other indicators were also assessed as challenges, however, many found it
difficult to answer this question, therefore, these indicators are less objective.
The main advantages of this method are: use of visual methods, promotion of bet-
ter understanding and colorfulness. Many also believe that this method has benefits
overall, but the difficulty of the perception distorts the positive assessment.
Video with the teacher on the screen
Among the definite challenges, the respondents mentioned no possibility to enlarge
the image, the presence of small details. The difficulty of perception, no feedback and
the likelihood that the learner does not keep up with the training cannot be called
unequivocal drawbacks as the opinions of the respondents were divided. However, the
majority of respondents agree that such an element of MOOC as video with a teacher
on the screen has certain drawbacks.
As for the benefits, the respondents mentioned the use of visual methods, colorful-
ness, consistency of presentation, promotion of better understanding and contact with
the teacher as unambiguous advantages. Ease of management and colorfulness raised
doubts among the survey respondents, so they cannot be attributed to ad-vantages.
Video with captions
The majority of respondents mentioned a significant number of drawbacks of this
method. The most obvious one is that the learner does not keep pace with the presen-
tation. The others that received the majority of votes are: difficulty of perception, no
possibility to enlarge the image and no feedback. We can see that this form of presen-
tation requires improvement.
However, this method also has many unambiguous advantages, such as: use of vis-
ual methods, promotion of better understanding, colorfulness, consistency of presen-
tation and ease of management.
When studying different ways of presenting the same element, for example, a vid-
eo, the authors found that the most preferable for perception is a video with a voice-
over text, a video with a teacher on the screen is slightly inferior to it. However, the
video with the captions is losing significantly.
Practical tasks
In this way of information presentation, the results turned out to be ambiguous and
the opinions were divided, however, the main disadvantages were: no possibility to
enlarge the image and the fact that the student does not keep up with the presentation.
The respondents mentioned a lot of advantages, such as: promotion of better under-
standing, use of visual methods, colorfulness, consistent presentation and contact with
the teacher. This method was assessed extremely positively.
Tests
The results of the respondents in terms of drawbacks were ambiguous, but still
45% think that this method has challenges, the main one being the difficulty of per-
ception.
The key advantages of this method are: use of visual methods and promotion of
better understanding. The advantages also included the consistency of presentation
and ease of management.
Tasks with subsequent analysis
Many respondents indicated the challenges of this method, however, not those
listed by us. The only challenge where they were unanimous was the inability to en-
large the images.
The situation with the advantages is clear. All of the proposed advantages (use of
visual methods, promotion of better understanding, consistent presentation, colorful-
ness, contact with the teacher and ease of management) were chosen by the majori-ty.
We also asked why the use MOOCs is needed. The majority said that MOOCs is
suit-able for both self-education and instructor-led learning. Many people think that it
will also be useful for individual learning of the course. Another part of the respond-
ents thinks that MOOC can be a separate element in the studied discipline.
When asked whether the respondents will use MOOCs in the future, 70% answered
yes, 18% said they would not, and 12% have not yet decided.
6 Conclusions
The results of this study contribute to the development of knowledge in the field of
MOOCs. Identifying, sorting and displaying characteristics according to the TAM
theoretical model can facilitate the design and teaching of MOOCs and, therefore,
will promote the research and implementation of more advanced MOOC elements.
Moreover, the identification of student characteristics will allow a better match of
MOOC characteristics with the learning styles of students in the field of information
technology for economics and management majors.
The main limitation of this study was the small number of courses it covered, alt-
hough these courses included hundreds of reviews and a high score: 5 out of 5 and 4.9
out of 5.
Thus, research scope should be expanded to include additional courses. Moreover,
these reviews were collected from different sessions of the same course held over the
past year. The research is based on feedback from students who decided to post on the
Stepik website and does not include all students who participated in the selected
courses. It is also important, that the reviews on the Stepik website were mostly posi-
tive and concerned successful courses. Additional information from negative reviews
in a similar amount can add information to the list of characteristics that contributed
to the success of MOOCs. The authors also note the need to expand the research to
other MOOCs platforms.
It should be noted that the characteristics of the forum, which may represent col-
laboration between students, have been identified as one of the factors promoting the
success of MOOCs. Collaborative learning usually involves activities in forums or
joint work on tasks or projects. This area can become a new field of research.
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