Assessing Students’ Perceived Effectiveness of Coursera in a Philippine HEI
Abstract
Massive Open Online Courses (MOOCs) have taken spotlight in the 21st century education especially during the COVID-19 pandemic. Coursera, as one of the top MOOCs in the world, have aided the Philippine higher education to facilitate and expand learning despite physical restrictions. As such, this study inquires on the students’ perceived effectiveness of Coursera in a Philippine private higher education institution. A modified survey questionnaire was conducted among 298 respondents with 216 usable data responses. The indicators explored in assessing Coursera system are system quality, information quality, and service quality. On Coursera effectiveness, user satisfaction and perceived net benefits were explored. Pearson-r was used to determine significant relationships and a structural equation model is presented. Key findings of the study revealed that students have generally positive perception on Coursera’s system and effectiveness. The quality of informational content and their overall satisfaction are the most important considerations of the students in evaluating the effectiveness of the platform. The results can be considered in future decisions of higher education institutions in terms of integrating and evaluating MOOCs platforms such as Coursera.
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About this article
Publication Date
06 May 2024
Article Doi
eBook ISBN
978-1-80296-132-4
Publisher
European Publisher
Volume
133
Print ISBN (optional)
-
Edition Number
1st Edition
Pages
1-1110
Subjects
Marketing, retaining, entrepreneurship, management, digital marketing, social entrepreneurship
Cite this article as:
Agawin, M. P., & Gonzales, K. D. S. (2024). Assessing Students’ Perceived Effectiveness of Coursera in a Philippine HEI. In A. K. Othman, M. K. B. A. Rahman, S. Noranee, N. A. R. Demong, & A. Mat (Eds.), Industry-Academia Linkages for Business Sustainability, vol 133. European Proceedings of Social and Behavioural Sciences (pp. 250-258). European Publisher. https://doi.org/10.15405/epsbs.2024.05.21