International Journal on Advanced Science, Engineering and Information Technology, Vol. 6 (2016) No. 6, pages: 1141-1147, DOI:10.18517/ijaseit.6.6.1299

Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis

Siti Feirusz Ahmad Fesol


Massive Open Online Learning (MOOC) is one of the rapidly growing and the most trending online learning platform throughout the world. As reported by Class Central up until December 2015, there are more than a total of 4200 courses, which enrolled more than 35 million students and adopted by more than 500 universities all over the world. Thus, the objective of this study is to identify the students’ readiness towards MOOC technical courses based on blended learning approach. This study adapted quantitative based approach to analyse the data gathered.  Descriptive analysis and factor analysis are used to empirically analyse a total of 39 items on student attitude towards blended learning. This study successfully in developing six dimensions of student attitude towards the implementation of MOOC learning. The attributes namely are attitude towards learning flexibility, online learning, study management, technology, online interaction, and classroom learning. The findings summarized that, when students had a positive attitude towards learning flexibility, online learning, study management, technology, and online interaction, the students were more likely to adapt to blended learning and highly ready towards MOOC learning. On the other hand, when students had a positive attitude towards classroom learning, they were less likely ready towards MOOC learning, as they would prefer to meet their lecturers and friends in a physical lecture class compared to on the web-based. Understanding of student’s readiness towards MOOC learning based on blended learning approach is one of the critical success factors for implementing successful MOOC by higher learning institutions.


Student readiness; Student adaptability; MOOC; Online learning; Blended learning

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