ABSTRACT
In the fast-changing environment, massive open online coursers (MOOCs) are also growing substantially. MOOCs use electronic tools or the Internet to deliver educational content to learners to facilitate learning. MOOCs are now a synonym for online learning.
MOOCs are beneficial to instructors, trainer, and lecturers through which they can provide or share course material with learners and their colleagues outside the classroom. There are a number of problems pertaining to e-learning, that is, isolation, lack of human interaction, self-discipline, and self-initiative from the learners. Lack of self-motivation may reduce course engagement, thus resulting in deviation in their satisfaction level with the course content. Even with these requirements, more and more learners seek online courses and training.
This study attempts to conduct a cross-sectional study of the satisfaction of MOOC learners. The research is quantitative. Quantitative data is collected by a structured questionnaire. Convenience sampling techniques are used. The response is collected through Google Docs from 250 respondents. The collected data is analyzed for frequency, correlation, and regression analysis using SPSS software.
154Respondents mainly prefer Coursera, NPTEL, and EdX for MOOCs. Business Administration course is a highly preferred course. Obtaining more knowledge is one of the key factors for pursuing a course. Lack of time and motivation leads to quitting the MOOCs. The majority of respondents are satisfied with the course contents, learning environments, evaluation, and teaching methods.
This study will help to understand the area where significant steps need to be taken for improving the satisfaction level of learners. Other aspects of satisfaction can also be explored in further research.
