远程学习者使用MOOC的有用性、声誉和导师的倡导者——对斯威士兰远程学习图书馆服务的启示

Q2 Social Sciences

Journal of Library and Information Services in Distance Learning Pub Date : 2020-10-13 DOI:10.1080/1533290X.2020.1828218

A. Tella, V. Tsabedze, J. Ngoaketsi, R. Enakrire

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引用次数: 2

摘要

摘要本研究调查了远程教育图书馆员使用大规模在线开放课程（MOOC）的预测因素，并得出了对斯威士兰远程教育图书馆服务的启示。斯威士兰是非洲南部的一个小国，在那里，只有少数关于MOOC的研究，重点是感知有用性、机构声誉和导师/宣传，因为它们对MOOC的利用产生了影响。因此，对所有通过MOOC平台进行远程教育的41名图书馆员进行了人口普查，作为研究的样本。问卷用于收集数据，同时使用多元相关、方差分析和多元回归对从受访者收集的数据进行分析。研究结果表明，感知有用性、机构声誉和导师倡导三个变量对远程教育图书馆员利用慕课有显著的正向影响，对远程教育和远程学习者的图书馆服务提供有显著影响。

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Perceived Usefulness, Reputation, and Tutors' Advocate as Predictors of MOOC Utilization by Distance Learners: Implication on Library Services in Distance Learning in Eswatini'

Abstract This study investigated predictors of Massive Online Open Courses (MOOCs) utilization by distance education librarians and drew out implications on library services in distance learning in Eswatini'. Eswatini is a small country in the Southern part of Africa where only a few studies on MOOCs have been conducted focusing on perceived usefulness, institutional reputation, and tutors/advocacy as they exert influence on MOOCs utilization. Therefore, a census of all available 41 librarians running distance education through MOOCs platform was taken as a sample for the study. The questionnaire was used for the collection of data while data collected from the respondents were analyzed using multiple correlation, ANOVA, and multiple regression. The results demonstrated that the three variables perceived usefulness, institutional reputation, and tutors’ advocacy had a significant positive impact on distance education librarians’ utilization of MOOCs and these have significant implications on library services provision in distance education and for distance learners.

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来源期刊

Journal of Library and Information Services in Distance Learning Social Sciences-Library and Information Sciences

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： The Journal of Library & Information Services in Distance Learning is the first journal to specifically address the issues and concerns of librarians and information specialists in the rapidly growing field of distance education. The issues surrounding the delivery of library services to this population are sufficiently unique so as to require the specialty supplied by this journal. The journal accepts original research, theoretical papers, substantive articles, essays, book and literature reviews, and research reports that cover programs and innovations throughout the international community.