Demographic and Experiential Factors in Postgraduate MOOC Satisfaction: Evidence from Northeast India
Keywords:
MOOCs, Satisfaction, Postgraduate, Northeast India
Abstract
This study examines the satisfaction of postgraduate students with Massive Open Online Courses (MOOCs) in universities across Northeast India, using a descriptive survey design. A sample of 120 postgraduate students from various universities in the area comprises the population; the participants were selected using purposive sampling. To gather data self-constructed “MOOCs Satisfaction Assessment Scale (MSAS)” was used to assess learners' satisfaction with MOOCs in several areas, such as system quality, service quality, and course quality. Descriptive statistics like mean, standard deviation, percentage, and frequency were used in the analysis, coupled with inferential methods like ANOVA to look at the effect of demographic variables. According to the results, the majority of postgraduate students expressed a moderate level of satisfaction with MOOCs. However, no significant differences were found in satisfaction levels across age groups or based on prior MOOC usage experience, suggesting that these variables do not significantly influence overall satisfaction. Gender emerged as a significant factor, with female students expressing higher levels of satisfaction than their male counterparts. The study comes to the conclusion that whereas postgraduate students in Northeast India find MOOCs to be a generally acceptable learning experience, gender-related disparities in satisfaction should be taken into consideration. Furthermore, it is suggested that course quality and user involvement be improved in order to further increase satisfaction. The study adds to our knowledge of how MOOCs are seen in the Indian higher education environment by offering insightful information about how students see them.
References
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15. Khurana, R., Routray, S., Payal, R. and Gupta, R. (2019) Investigation of the Impact of Quality, Openness and Reputation of Massive Open Online Courses MOOCs on an Individual’s Satisfaction and Performance. Theoretical Economics Letters, 9, 1167-1182. https://doi.org/10.4236/tel.2019.94075
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18. Lu, Y., Wang, B. & Lu, Y. (2019). Understanding Key Drivers of MOOC Satisfaction and Continuance Intention to Use. Journal of Electronic Commerce Research 20 (2), 105-117.
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20. Mulik, S., Srivastava, M. & Yajnik, N. (2020). Flow Experience and MOOC Acceptance: Mediating Role of MOOC Satisfaction. NMIMS Management Review, 38 (1), 0971-1023.
21. Nong, Y., Buavaraporna, N. & Punnakitikashem, P. (2022). Exploring the factors influencing users’ satisfaction and continuance intention of MOOCs in China. Kasetsart Journal of Social Sciences, 43, 403‒408. http://creativecommons.org/licenses/by-nc-nd/4.0/
22. Pengnate, W. (2019). Undergraduate Students’ Satisfaction with MOOCs: A Case of Foundation English Course. 10th National and International Conference on Humanities and Social Sciences, 28-29. Prince of Songkla University, Phuket Campus, Phuket, Thailand. https://tni.ac.th/gc/wp-content/uploads/2020/08/wipanee-pengnate.pdf
23. Rabia. V. (2020). Teacher candidates’ satisfaction with massive open online courses in Turkey. Cypriot Journal of Educational Science, 15(3), 479-491. https://eric.ed.gov/?id=EJ1262156
24. Rabin, E., Henderikx, M., Kalman, Y. M. & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119-131. https://ajet.org.au/index.php/AJET/article/view/5919
25. Shah, D., & Cheng, R. (2019). Trend Report: MOOCs for Credit. Class Central. https://www.classcentral.com/report/moocs-for-credit/
26. Shrader, S., Wu, M., Owens, D. & Ana, K. S. (2016). Massive Open Online Courses (MOOCs): Participant Activity, Demographics, and Satisfaction. Online Learning, 20(2). https://files.eric.ed.gov/fulltext/EJ1105967.pdf
27. Wang, Q., Khan, M.S. & Khan, M. K. (2021). Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic: An application of the UTAUT model and quality factors. International Journal of Research in Business and Social Science, 10(2), 01-11. https://www.ssbfnet.com/ojs/index.php/ijrbs
28. Yue, W. S. (2022). Exploring MOOC as a New Instructional Technology Tool: the Relationship of Students’ Challenges, Perceived Benefits and Satisfaction. Journal of Advanced Research in Applied Sciences and Engineering Technology, 28(1), 126-138.
https://semarakilmu.com.my/journals/index.php/applied_sciences_eng_tech/article/view/937
2. Bhatia, A., Asthana, A., Bhattacharya, P., Tanwar, S., Singh, A., Sharma, G. (2023). A Sentiment Analysis-Based Recommender Framework for Massive Open Online Courses Toward Education 4.0. Lecture Notes in Networks and Systems, 421, Springer, Singapore. https://doi.org/10.1007/978-981-19-1142-2_64
3. Bordoloi, R., Das, P. and Das, K. (2020). Lifelong learning opportunities through MOOCs in India. Asian Association of Open Universities Journal, 15(1), 83-95. https://eric.ed.gov/?id=EJ1336687
4. Bozkurt, A. & Aydin, C. (2015). Satisfaction, preferences and problems of a MOOC participants. Conference: The Association for Educational Communications and Technology (AECT) International Convention.
5. Deshpande, A., & Chukhlomin, V. (2017). What Makes a Good MOOC: A Field Study of Factors Impacting Student Motivation to Learn. American Journal of Distance Education, 31(4), 275-293. https://doi.org/10.1080/08923647.2017.1377513
6. Du, B. (2023). Research on the factors influencing the learner satisfaction of MOOCs. Education and Information Technologies, 28, 1935–1955. https://eric.ed.gov/?id=EJ1368087
7. Gameel, B. G. (2017). Learner Satisfaction with Massive Open Online Courses. American Journal of Distance Education, 31(2), 98-111. https://doi.org/10.1080/08923647.2017.1300462
8. Gulati, S., Sharma, R., Kaur, A. & Chakravarty, R. (2021). Understanding User Perceptive and Satisfaction Level towards MOOCs: A Comparative analysis of SWAYAM and Coursera. Library Philosophy and Practice (e-journal). 6551. https://digitalcommons.unl.edu/libphilprac/6551
9. Gutierrez-Santiuste, E., Gámiz-Saanchez, V. & Gutieerrez-Perez, J. (2015). MOOC & B-learning: Students’ Barriers and Satisfaction in Formal and Non-formal Learning Environments. Journal of Interactive Online Learning, 13 (3), 88-111. www.ncolr.org/jiol
10. Hew, K. F., Hu, X., Qiao, C., & Tang, Y. (2020). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers & Education, 145, 103724. https://doi.org/10.1016/j.compedu.2019.10372
11. Jauhari, K. (2020). A study of Factors Effecting Learner Satisfaction in Massive Open Online Courses (MOOCS) in the Indian Context. International Journal of Management (IJM), 11(10), 749-759. DOI: 10.34218/IJM.11.10.2020.069 http://iaeme.com/Home/issue/IJM?Volume=11&Issue=10
12. Joo, Y. J., So, H. J., & Kim, N. H. (2018). Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs. Computers & Education, 122, 260-272. https://doi.org/10.1016/j.compedu.2018.01.003
13. Khalil, H. & Ebner, M. (2015). How Satisfied Are You With Your MOOC?”—A Research Study About Interaction in Huge Online Courses. Journalism and Mass Communication, 5(12), 629-639. doi: 10.17265/2160-6579/2015.12.003 https://graz.elsevierpure.com/en/publications/how-satisfied-are-you-with-your-mooc-a-research-study-on-interact
14. Khan, M. A. & Islam, T. (2022). A study on the determinants of learner satisfaction in moocs. Cardiometry, 23, 538-544. DOI: 10.18137/cardiometry.2022.23.538544. https://www.cardiometry.net/issues/no23-august-2022/study-determinants-learner
15. Khurana, R., Routray, S., Payal, R. and Gupta, R. (2019) Investigation of the Impact of Quality, Openness and Reputation of Massive Open Online Courses MOOCs on an Individual’s Satisfaction and Performance. Theoretical Economics Letters, 9, 1167-1182. https://doi.org/10.4236/tel.2019.94075
16. Kumar, P. & Kumar, N. (2020). A study of learner’s satisfaction from MOOCs through a mediation model. Procedia Computer Science, 173, 354–363. http://creativecommons.org/licenses/by-nc-nd/4.0/
17. Lopez, I. P., Castillo, E, H., Leiva, F. M. & Cabanillas, F. J. L. (2021). Perceived user satisfaction and intention to use massive open online courses (MOOCs). Journal of Computing in Higher Education, 33, 85–120. https://doi.org/10.1007/s12528-020-09257-9
18. Lu, Y., Wang, B. & Lu, Y. (2019). Understanding Key Drivers of MOOC Satisfaction and Continuance Intention to Use. Journal of Electronic Commerce Research 20 (2), 105-117.
19. Matari, A. M. (2020). Students' Performance, Satisfaction and Retention in a Hybrid and Traditional Face-To-Face Science Course, Principles of Biology I, in a Community College. Seton Hall University Dissertations and Theses (ETDs). 2740. https://scholarship.shu.edu/dissertations/2740
20. Mulik, S., Srivastava, M. & Yajnik, N. (2020). Flow Experience and MOOC Acceptance: Mediating Role of MOOC Satisfaction. NMIMS Management Review, 38 (1), 0971-1023.
21. Nong, Y., Buavaraporna, N. & Punnakitikashem, P. (2022). Exploring the factors influencing users’ satisfaction and continuance intention of MOOCs in China. Kasetsart Journal of Social Sciences, 43, 403‒408. http://creativecommons.org/licenses/by-nc-nd/4.0/
22. Pengnate, W. (2019). Undergraduate Students’ Satisfaction with MOOCs: A Case of Foundation English Course. 10th National and International Conference on Humanities and Social Sciences, 28-29. Prince of Songkla University, Phuket Campus, Phuket, Thailand. https://tni.ac.th/gc/wp-content/uploads/2020/08/wipanee-pengnate.pdf
23. Rabia. V. (2020). Teacher candidates’ satisfaction with massive open online courses in Turkey. Cypriot Journal of Educational Science, 15(3), 479-491. https://eric.ed.gov/?id=EJ1262156
24. Rabin, E., Henderikx, M., Kalman, Y. M. & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119-131. https://ajet.org.au/index.php/AJET/article/view/5919
25. Shah, D., & Cheng, R. (2019). Trend Report: MOOCs for Credit. Class Central. https://www.classcentral.com/report/moocs-for-credit/
26. Shrader, S., Wu, M., Owens, D. & Ana, K. S. (2016). Massive Open Online Courses (MOOCs): Participant Activity, Demographics, and Satisfaction. Online Learning, 20(2). https://files.eric.ed.gov/fulltext/EJ1105967.pdf
27. Wang, Q., Khan, M.S. & Khan, M. K. (2021). Predicting user perceived satisfaction and reuse intentions toward Massive Open Online Courses (MOOCs) in the Covid-19 pandemic: An application of the UTAUT model and quality factors. International Journal of Research in Business and Social Science, 10(2), 01-11. https://www.ssbfnet.com/ojs/index.php/ijrbs
28. Yue, W. S. (2022). Exploring MOOC as a New Instructional Technology Tool: the Relationship of Students’ Challenges, Perceived Benefits and Satisfaction. Journal of Advanced Research in Applied Sciences and Engineering Technology, 28(1), 126-138.
https://semarakilmu.com.my/journals/index.php/applied_sciences_eng_tech/article/view/937
Published
2025-06-13
How to Cite
Juli Saikia, & Dr. R. D. Padmavathy. (2025). Demographic and Experiential Factors in Postgraduate MOOC Satisfaction: Evidence from Northeast India. Revista Electronica De Veterinaria, 25(2), 1872-1880. https://doi.org/10.69980/redvet.v25i2.1985
Section
Articles
