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Institusi Pendidikan Tinggi di Era Digital: Pemikiran, Permodelan dan Praktek Baik 175

Pengukuran Kualitas MOOCs: Studi Empiris
Faktor-faktor yang Mempengaruhi Behavioral
Intention

(Assessing The Quality Of Moocs Provisions: an
Empirical Study on Factors Influencing
Behavioral Intention)

Ginta Ginting dan Heriyanni Masithoh

INTRODUCTION

A Massive Open Online Course (MOOCs) appeared as new paradigm of
modern education with no time and place limitation as well as offering new
opportunities for people to interact and access the learning experience. It
can be said that MOOCs are phenomenon placing it in the wider context of
open education, online learning and the change currently taking place in
higher education at a time of globalization of education and constrained
budget. Some experts notice the essence of openness in MOOCs as
democratization of higher education (Fernandez et al, 2015; Amo and Maria,
2013). MOOCs would lead to radical change shape future model of higher
education and maintain university sustainability (Cooper,2013). Therfore,
MOOCs have been sensationalized as the vehicle to forever change and
even save higher education.
Online distance learning was firstly introduced in 2008, and today it is in
the era of Post-MOOCs world. It appears that the number of MOOCs is still
increasing but the market will be gradually saturated. Some institutions
started questioning learning effectiveness that the student may gain.
Effectiveness of MOOCs is often doubted for the completion rate (Onah et
al, 2014). The high level of dropout is a challenge to ensure that MOOCs
have sustainability in the future. Several study results (Bartolome and
Steffens, 2015) found that there was a high level of drop out in Spain, where
there was only 4% of MOOCs participants who completed their courses. This
situation also occurred to the MOOCs participants of Universitas Terbuka
(UT/Indonesian Open University), where there was a decrease of the
number of participants in 2014 in semester 1 to semester 2 up to 86% (412