The Development of Perceived Learning Impact of Massive Open Online Courses Among Students in School of Broadcasting at a University in China
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Purpose: The traditional face-to-face classroom teaching mode is still the mainstream form in the university. This study aims to investigate factors influencing students' perceived learning impact of massive open online courses at Sichuan university of media and communication, China including self-efficacy, perceived usefulness, knowledge quality, service quality, satisfaction, actual use, and perceived impact on learning. Research Design, Data, and Methodology: This study focuses on students enrolled at Sichuan University of Media and Communication, including School of Broadcasting (n=500). The researcher devised, distributed, and statistically examined a questionnaire tailored to this group. The sampling techniques included judgmental, quota, and convenience sampling methods. Prior to data collection, the researcher performed the index of item-objective congruence and Cronbach's Alpha test. The data analysis employed confirmatory factor analysis and structural equation modeling techniques. Results: While hypotheses related to self-efficacy and satisfaction did not yield significant results, perceived usefulness, knowledge quality, and actual use emerged as significant predictors of satisfaction. Additionally, satisfaction was found to significantly predict perceived impact on learning. Conclusions: These findings provide valuable insights into the nuanced relationships between various factors and student satisfaction and perceived learning impact within MOOCs, offering implications for educational practice and further research.
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