Development and validation of the MOOC success scale (MOOC-SS)
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Development and validation of the MOOC success scale (MOOC-SS) Nour Awni Albelbisi 1 Received: 9 March 2020 / Accepted: 8 April 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The objective of this study is to develop and validate the MOOC Success Scale (MOOC-SS) in the Malaysian context. Further, this study ascertains the influence of MOOC success factors on learner satisfaction. Based on an elaborate literature study, six factors related to MOOC success were derived: (1) system quality, (2) information quality, (3) service quality, (4) attitude, (5) course quality, and (6) satisfaction. The data were collected from 1000 undergraduate students from 5 public universities in Malaysia with a return of 622 responses. The instrument was tested in several ways: (a) review the literature, (b) formulating hypotheses (c) items generation, (d) expert opinion, and (e) pilot test. Thereafter, the scale’s reliability and validity were calculated, which appeared to be excellent. The results of the principal component analysis (PCA) empirically confirmed that the MOOC success scale with six factors and 33 items is strong enough to recommend its use in MOOC settings. Further, the finding of the predictive validity indicated that system quality, attitude, and course quality appeared to predict satisfaction toward MOOC. The instrument can be used by academicians, practitioners, and policymakers to monitor the MOOC success factors. Further research would be needed to generalize this research to other populations. Keywords MOOC . MOOC success . Reliability . Scales . Validity
1 Introduction Massive Open Online Courses (MOOC) has, over recent years, become ever more popular and it has gained a wide acceptance as a significant contribution to improve the educational system quality and openness. MOOCs seem to have the potential for a truly universal education as they allow providing high-quality learning to any interested
* Nour Awni Albelbisi [email protected]
1
Department of Curriculum and Instructional Technology, Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia
Education and Information Technologies
learners worldwide without limitations regarding to fee tuitions or attendance (Liyanagunawardena et al. 2013). Despite the fact that huge numbers of learners around the world are joining for MOOC (Rivard 2013) only a few of them completed the MOOC courses successfully. Literature indicated that the average completion rate of MOOC is below 10% (Alraimi et al. 2015; Hew and Cheung 2014; Parr 2013). Low completion rates in MOOC created the need of understanding the factors that affect MOOC success (Kovanović et al. 2015). Other studies, however, are questioning if the low completion rates should be considered an issue in this context (e.g. Saadatdoost et al. 2015), hence, other factors related to MOOC success need to be taken into consideration. It is fairly acknowledged that different MOOC stakeholders (e.g., students, prospective employers, university administrators,
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