Page 192 - Institusi Pendidikan Tinggi Di Era Digital: Pemikiran, Permodelan, Dan Praktik Baik

Institusi Pendidikan Tinggi di Era Digital: Pemikiran, Permodelan dan Praktek Baik 179

Based on above explanation, it can be concluded that delivering quality
of MOOCs require different approaches with more emphasize on
enhancement quality rather than quality assurance. This approach is the
best in creating learning experience. Ideally, MOOCs can provide better
learning experience to their students and improve students learning
performance. Enhancing MOOCs quality needs a time it all depends on the
aim of every institution in offering MOOCs to the community. The most
importing thing is that quality is a main part for MOOCs sustainability.

B. ASSESSING QUALITY OF MOOCS’ UNIVERSITAS TERBUKA: IMPACT OF
SATISFACTION TOWARD BEHAVIORAL INTENTION

The quality of MOOCs remains a challenge for Universitas Terbuka (UT).
UT which launched MOOCs on March 20, 2014 was managed to attract
3,027 participants. Participants’ positive response was due to a unique “e-
learning experience” obtained whereas they do not necessarily have to
register in acquiring learning experience in college and only need to access
through internet. Until then, UT’s MOOCs was well-appreciated by the
society. Courses offered in MOOCs increased by 6 programs, namely : Asian
studies, Parenting, Public Speaking, Distance Learning, Introduction
MOODLE 2.9 and Marketing Management.
The most important consideration for UT to enhance quality is that how
MOOCs have to be an effective tool for achieving educational outcome. It
means that sustainability of MOOCs really depends on providing benefit for
the participants. Outcome learning is the most important aspect in
implementing MOOCs (Walker and Loch, 2014). It means, learning
effectiveness is the main goal for the institution. Some European
universities offer a quality framework for MOOCs based on 8 principles
(Creelman and Ehlers, 2014): openness to learners, digital openness,
learner-centered approach, independent learning, media-supported
interaction, recognition option, quality focus and spectrum diversity.
Regarding these indicators, a question arises whether MOOCs offered by
different institutions have refferred to these indicators.
This study attempted to assess MOOCs quality from service quality
aspect. Service quality can give satisfaction which will impact to the will to
keep participating actively in MOOC programs of UT as well as recommend
the programs to other people. This satisfaction perceived by the participants