An Exploratory Analysis Of The Determinants Of Mooc Authorship Among Russian Academics

Abstract

Research on Massive open online courses (MOOCs) and their effect on the development of the higher education (HE) sector has expanded over the last ten years. However, little is known about the determinants of MOOC adoption by academics. This study tests a proposed model that integrates individual and institutional level determinants of MOOC authorship. In particular, this article examines the variety of structural and cultural factors on two levels to propose a model of MOOC authorships based on data from 8,935 academics derived from the “Monitoring of Education Markets and Organisations” database. The study confirmed the significant impact of structural factors, but also emphasised the importance of individual cultural factors (attitude towards MOOCs, self-efficacy with regard to possessing advanced online learning design skills) and institutional cultural factors (university commitment to MOOCs). The intent to design an online course and self-efficacy regarding the possession of advanced online learning design skills are the most influential variables. The proposed model explains 77% of the combined impact of individual and institutional factors on academics’ decision to design a MOOC (or online course). Based on the study findings, recommendations for planning academics’ professional development are suggested.

Keywords: MOOC authorship, MOOC adoption, online courses, Russian higher education, online education, EdTech.

JEL Classification: I29