How to cite this paper
Gupta, K. (2019). An application of AHP for students’ perspectives on adopting MOOCs.Management Science Letters , 9(13), 2337-2336.
Refrences
Abu-Shanab, E. A., & Musleh, S. (2018). The Adoption of Massive Open Online Courses: Challenges and Benefits. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(4), 62-76.
Agrawal, A., Kumar, A., & Agrawal, P. (2015). Massive open online courses: EdX. org, Coursera. com and NPTEL, a comparative study based on usage statistics and features with special reference to India, 390-402.
Anderson, T. (2013). Promise and/or peril: MOOCs and open and distance education. Commonwealth of learn-ing, 3, 1-9.
Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of open-ness and reputation. Computers & Education, 80, 28-38.
Barclay, C., & Logan, D. (2013, December). Towards an understanding of the implementation & adoption of massive online open courses (MOOCs) in a developing economy context. In Proceedings Annual Workshop of the AIS Special Interest Group for ICT in Global Development (Vol. 6, pp. 1-14).
Bourke, A. (2000). A model of the determinants of international trade in higher education. Service Industries Journal, 20(1), 110-138.
Bragg, A. B. (2014). MOOCs: Where to from here?. Training & Development, 41(1), 20.
Calonge, D., & Shah, M. (2016). MOOCs, graduate skills gaps, and employability: A qualitative systematic re-view of the literature. The International Review of Research in Open and Distributed Learning, 17(5), 67-90.
Chen, S. (2015). The research of English massive open online course based on virtual technology. Computer Modelling & New Technologies, 19, 79-82.
Forman, E., & Peniwati, K. (1998). Aggregating individual judgments and priorities with the analytic hierarchy process. European journal of operational research, 108(1), 165-169.
Gupta, K. P., & Chaudhary, N. S. (2017). Prioritizing the Factors influencing Whistle Blowing Intentions of Teachers in Higher Education Institutes in India. Procedia Computer Science, 122, 25-32.
Gupta, K. P., Bhaskar, P., & Singh, S. (2017). Prioritization of factors influencing employee adoption of e-government using the analytic hierarchy process. Journal of Systems and Information Technology, 19(1/2), 116-137.
Green, P., & Ramroop, S. (2014). Prioritising factors influencing service quality at Durban University of Tech-nology: AHP Approach. Journal of Social Sciences, 40(2), 243-250.
Hakami, N., White, S., & Chakaveh, S. (2017). Motivational Factors that Influence the use of MOOCs: Learn-ers’ Perspectives. In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017) (pp. 323-331).
Kennedy, J. (2014). Characteristics of massive open online courses (MOOCs): A research review, 2009-2012. Journal of Interactive Online Learning, 13(1).
Khan, I. U., Hameed, Z., Yu, Y., Islam, T., Sheikh, Z., & Khan, S. U. (2018). Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory. Telematics and Informatics, 35(4), 964-978.
Lee, M. C. (2009). Factors influencing the adoption of internet banking: An integration of TAM and TPB with perceived risk and perceived benefit. Electronic commerce research and applications, 8(3), 130-141.
Ma, L., & Lee, C. S. (2019). Investigating the adoption of MOOC s: A technology–user–environment perspec-tive. Journal of Computer Assisted Learning, 35(1), 89-98.
Mohapatra, S., & Mohanty, R. (2017). Adopting MOOCs for afforable quality education. Education and infor-mation technologies, 22(5), 2027-2053.
Rogers, E. M. (2003). Diffusion of innovations. New York, NY: Free Press.
Saaty, T. L. (1980). The analytic Hierarchy Process. McGrawHill international. New York, NY, USA.
Sadeghi, R. M., Mohammad Moghimi, S., & Ramezan, M. (2013). Identifying and prioritizing of effective con-structs in readiness of knowledge management implementation by using fuzzy analytic hierarchy process (AHP). Journal of knowledge-based Innovation in China, 5(1), 16-31.
Semenova, T. V., & Rudakova, L. M. (2016). Barriers to taking massive open online courses (MOOCs). Russian Education & Society, 58(3), 228-245.
Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2018). Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality. British Journal of Educational Technology.
Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance mod-el (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221-232.
Zhou, M. (2016). Chinese university students' acceptance of MOOCs: A self-determination perspec-tive. Computers & Education, 92, 194-203.
Agrawal, A., Kumar, A., & Agrawal, P. (2015). Massive open online courses: EdX. org, Coursera. com and NPTEL, a comparative study based on usage statistics and features with special reference to India, 390-402.
Anderson, T. (2013). Promise and/or peril: MOOCs and open and distance education. Commonwealth of learn-ing, 3, 1-9.
Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of open-ness and reputation. Computers & Education, 80, 28-38.
Barclay, C., & Logan, D. (2013, December). Towards an understanding of the implementation & adoption of massive online open courses (MOOCs) in a developing economy context. In Proceedings Annual Workshop of the AIS Special Interest Group for ICT in Global Development (Vol. 6, pp. 1-14).
Bourke, A. (2000). A model of the determinants of international trade in higher education. Service Industries Journal, 20(1), 110-138.
Bragg, A. B. (2014). MOOCs: Where to from here?. Training & Development, 41(1), 20.
Calonge, D., & Shah, M. (2016). MOOCs, graduate skills gaps, and employability: A qualitative systematic re-view of the literature. The International Review of Research in Open and Distributed Learning, 17(5), 67-90.
Chen, S. (2015). The research of English massive open online course based on virtual technology. Computer Modelling & New Technologies, 19, 79-82.
Forman, E., & Peniwati, K. (1998). Aggregating individual judgments and priorities with the analytic hierarchy process. European journal of operational research, 108(1), 165-169.
Gupta, K. P., & Chaudhary, N. S. (2017). Prioritizing the Factors influencing Whistle Blowing Intentions of Teachers in Higher Education Institutes in India. Procedia Computer Science, 122, 25-32.
Gupta, K. P., Bhaskar, P., & Singh, S. (2017). Prioritization of factors influencing employee adoption of e-government using the analytic hierarchy process. Journal of Systems and Information Technology, 19(1/2), 116-137.
Green, P., & Ramroop, S. (2014). Prioritising factors influencing service quality at Durban University of Tech-nology: AHP Approach. Journal of Social Sciences, 40(2), 243-250.
Hakami, N., White, S., & Chakaveh, S. (2017). Motivational Factors that Influence the use of MOOCs: Learn-ers’ Perspectives. In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017) (pp. 323-331).
Kennedy, J. (2014). Characteristics of massive open online courses (MOOCs): A research review, 2009-2012. Journal of Interactive Online Learning, 13(1).
Khan, I. U., Hameed, Z., Yu, Y., Islam, T., Sheikh, Z., & Khan, S. U. (2018). Predicting the acceptance of MOOCs in a developing country: Application of task-technology fit model, social motivation, and self-determination theory. Telematics and Informatics, 35(4), 964-978.
Lee, M. C. (2009). Factors influencing the adoption of internet banking: An integration of TAM and TPB with perceived risk and perceived benefit. Electronic commerce research and applications, 8(3), 130-141.
Ma, L., & Lee, C. S. (2019). Investigating the adoption of MOOC s: A technology–user–environment perspec-tive. Journal of Computer Assisted Learning, 35(1), 89-98.
Mohapatra, S., & Mohanty, R. (2017). Adopting MOOCs for afforable quality education. Education and infor-mation technologies, 22(5), 2027-2053.
Rogers, E. M. (2003). Diffusion of innovations. New York, NY: Free Press.
Saaty, T. L. (1980). The analytic Hierarchy Process. McGrawHill international. New York, NY, USA.
Sadeghi, R. M., Mohammad Moghimi, S., & Ramezan, M. (2013). Identifying and prioritizing of effective con-structs in readiness of knowledge management implementation by using fuzzy analytic hierarchy process (AHP). Journal of knowledge-based Innovation in China, 5(1), 16-31.
Semenova, T. V., & Rudakova, L. M. (2016). Barriers to taking massive open online courses (MOOCs). Russian Education & Society, 58(3), 228-245.
Sun, Y., Ni, L., Zhao, Y., Shen, X. L., & Wang, N. (2018). Understanding students’ engagement in MOOCs: An integration of self‐determination theory and theory of relationship quality. British Journal of Educational Technology.
Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance mod-el (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221-232.
Zhou, M. (2016). Chinese university students' acceptance of MOOCs: A self-determination perspec-tive. Computers & Education, 92, 194-203.