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

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 ha...

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Bibliographic Details
Published in:Journal of library & information services in distance learning 2021, Vol.15 (1), p.41-67
Main Authors: Tella, Adeyinka, Tsabedze, Vusi, Ngoaketsi, Joseph, Enakrire, Rexwhite Tega
Format: Article
Language:English
Subjects:
Advocacy
Distance Education
distance education librarians
Distance learning
Foreign Countries
Higher Education
Institutional Characteristics
Librarian Attitudes
Librarians
Libraries
Library Services
library services in distance learning
MOOCs
Online Courses
Open Education
perceived reputation
perceived usefulness
Predictor Variables
Reputation
Reputations
Tutoring
Tutors
tutors' advocacy
User services
Value Judgment
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Summary: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.
ISSN:1533-290X
1533-2918
DOI:10.1080/1533290X.2020.1828218