Factors, subitems and loadings
| Dimensions | Statements | Factor loadings |
|---|---|---|
| Teachers' Positive Perception (TPP) | MOOCs provides opportunity to learn from world class teachers (TPP1) | 0.720 |
| It enhances learning interest through video lectures, audio files, etc. (TPP2) | 0.762 | |
| Standardized certification and badges attracted me to enroll to MOOCs (TPP3) | 0.616 | |
| MOOCs replaces traditional teaching model with live video broadcast which identifies evidence of teacher's presence (TPP4) | 0.681 | |
| Sufficient quizzes, MCQ tests, discussion forums and assignments encourages and improves learning involvement (TPP5) | 0.700 | |
| Discussion forums, boards, chat rooms backed by social networking sites builds learning contacts and association (TPP6) | 0.752 | |
| It ensures liveliness through continuous feedback (TPP7) | 0.702 | |
| Visuals, examples used in video lectures and live sessions ensure fast learning and retaining the information for longer time in the mind (TPP8) | 0.702 | |
| Teachers' Negative Perception (TNP) | In MOOCs, acquiring customized knowledge is difficult as course designed is standardized (TNP1) | 0.643 |
| MOOCs in standardized language discourage enrollment (TNP2) | 0.700 | |
| There is no strict accountability during assessment in MOOCs (TNP3) | 0.666 | |
| MOOCs with prerecorded lectures cannot clear doubts in a lively manner (TNP4) | 0.780 | |
| Many MOOC lectures are of long duration which loses the interest of the learners (TNP5) | 0.755 | |
| Many MOOCs are academic certificate oriented and not skill oriented (TNP6) | 0.796 | |
| Deadlines in quiz, tests and assignments along with videos lectures creates stress during learning (TNP7) | 0.722 | |
| There is more scope for cheating during computer graded quizzes and tests (TNP8) | 0.748 | |
| Students' Positive Perception (SPP) | MOOC provides opportunity to teach millions of learners at a time (SPP1) | 0.419 |
| It eases delivery of information through video lectures, audio files, etc. in an attractive manner (SPP2) | 0.727 | |
| MOOCs with live video broadcast creates traditional learning environment (SPP3) | 0.728 | |
| Sufficient quizzes, MCQ tests, discussion forums and assignments encourages and improves learner's involvement (SPP4) | 0.664 | |
| Discussion forums, boards, chat rooms backed by social networking sites builds good teacher-students relationship (SPP5) | 0.733 | |
| MOOCs enable the teachers to understand the diversified learner's expectation (SPP6) | 0.713 | |
| MOOCs make the teachers continuously updated as they face millions of students from diversified environment (SPP7) | 0.632 | |
| Visuals, examples used in video lectures and lives sessions enables teachers to easy convey of knowledge (SPP8) | 0.162 | |
| Students' Negative Perception (SNP) | In MOOCs, there is a low teacher-student ratio which creates burden on individual attention towards learners (SNP1) | 0.764 |
| Designing of MOOCs require more technical skills than traditional skills and many teachers' lack these skills (SNP2) | 0.753 | |
| Designing MOOCs individually is difficult and needs to be funded by authorities (SNP3) | 0.614 | |
| Interdisciplinary effort is essential to develop a MOOC but arrangement is difficult (SNP4) | 0.543 | |
| Developing computer graded questions to assess day-to-day improvement requires more time and effort (SNP5) | 0.627 | |
| There is more scope for cheating in watching videos, attending quizzes and tests (SNP6) | 0.676 | |
| In MOOCs, as there are more learners, peer assessment becomes burden (SNP7) | 0.699 | |
| Prerecorded videos less impact on learning efficiency than live sessions in MOOCs (SNP8) | −0.261 |
| Dimensions | Statements | Factor loadings |
|---|---|---|
| Teachers' Positive Perception (TPP) | MOOCs provides opportunity to learn from world class teachers (TPP1) | 0.720 |
| It enhances learning interest through video lectures, audio files, etc. (TPP2) | 0.762 | |
| Standardized certification and badges attracted me to enroll to MOOCs (TPP3) | 0.616 | |
| MOOCs replaces traditional teaching model with live video broadcast which identifies evidence of teacher's presence (TPP4) | 0.681 | |
| Sufficient quizzes, MCQ tests, discussion forums and assignments encourages and improves learning involvement (TPP5) | 0.700 | |
| Discussion forums, boards, chat rooms backed by social networking sites builds learning contacts and association (TPP6) | 0.752 | |
| It ensures liveliness through continuous feedback (TPP7) | 0.702 | |
| Visuals, examples used in video lectures and live sessions ensure fast learning and retaining the information for longer time in the mind (TPP8) | 0.702 | |
| Teachers' Negative Perception (TNP) | In MOOCs, acquiring customized knowledge is difficult as course designed is standardized (TNP1) | 0.643 |
| MOOCs in standardized language discourage enrollment (TNP2) | 0.700 | |
| There is no strict accountability during assessment in MOOCs (TNP3) | 0.666 | |
| MOOCs with prerecorded lectures cannot clear doubts in a lively manner (TNP4) | 0.780 | |
| Many MOOC lectures are of long duration which loses the interest of the learners (TNP5) | 0.755 | |
| Many MOOCs are academic certificate oriented and not skill oriented (TNP6) | 0.796 | |
| Deadlines in quiz, tests and assignments along with videos lectures creates stress during learning (TNP7) | 0.722 | |
| There is more scope for cheating during computer graded quizzes and tests (TNP8) | 0.748 | |
| Students' Positive Perception (SPP) | MOOC provides opportunity to teach millions of learners at a time (SPP1) | |
| It eases delivery of information through video lectures, audio files, etc. in an attractive manner (SPP2) | 0.727 | |
| MOOCs with live video broadcast creates traditional learning environment (SPP3) | 0.728 | |
| Sufficient quizzes, MCQ tests, discussion forums and assignments encourages and improves learner's involvement (SPP4) | 0.664 | |
| Discussion forums, boards, chat rooms backed by social networking sites builds good teacher-students relationship (SPP5) | 0.733 | |
| MOOCs enable the teachers to understand the diversified learner's expectation (SPP6) | 0.713 | |
| MOOCs make the teachers continuously updated as they face millions of students from diversified environment (SPP7) | 0.632 | |
| Visuals, examples used in video lectures and lives sessions enables teachers to easy convey of knowledge (SPP8) | ||
| Students' Negative Perception (SNP) | In MOOCs, there is a low teacher-student ratio which creates burden on individual attention towards learners (SNP1) | 0.764 |
| Designing of MOOCs require more technical skills than traditional skills and many teachers' lack these skills (SNP2) | 0.753 | |
| Designing MOOCs individually is difficult and needs to be funded by authorities (SNP3) | 0.614 | |
| Interdisciplinary effort is essential to develop a MOOC but arrangement is difficult (SNP4) | 0.543 | |
| Developing computer graded questions to assess day-to-day improvement requires more time and effort (SNP5) | 0.627 | |
| There is more scope for cheating in watching videos, attending quizzes and tests (SNP6) | 0.676 | |
| In MOOCs, as there are more learners, peer assessment becomes burden (SNP7) | 0.699 | |
| Prerecorded videos less impact on learning efficiency than live sessions in MOOCs (SNP8) |
Source(s): Compiled by authors
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