Chinese university MOOCs: Usability, impact, and educational outcomes
Keywords:
MOOCs, Chinese universities, Usability, Educational outcomes, Lifelong learningAbstract
This study investigates the use and impact of Chinese university MOOCs (Massive Open Online Courses) on learners, employing a mixed-methods approach with both quantitative and qualitative data. A survey of 21 respondents from Nanning, Guangxi, China, including students, working professionals, and lifelong learners, examined their experiences, perceptions, and challenges related to Chinese MOOCs. Survey results indicated high engagement with MOOCs, with 16 out of 21 participants having used them. However, low course completion rates were noted, as more than half of respondents (14 out of 21) reported not finishing at least one course. Usability was generally positive, with the majority finding the platforms easy to navigate. While internet access and technology were not widespread barriers for participants, professional recognition of MOOCs and their usefulness for career advancement received mixed responses. The study suggests that to increase the impact of Chinese university MOOCs, challenges such as course completion rates, digital access, and standardized accreditation must be addressed.
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