Why are Faculty Unfavorably Disposed to MOOCs?: a Sharing of Views by Chinese Hospitality Educators

• Xin Zhang ^[4] ; Mehmet Ali Koseoglu ^[1] ; Brian King ^[2] ; Omer Faruk Aladag ^[3]
  1. [1] Metropolitan State University

     Metropolitan State University

     City of Saint Paul, Estados Unidos

     
  2. [2] Hong Kong Polytechnic University

     Hong Kong Polytechnic University

     RAE de Hong Kong (China)

     
  3. [3] Abdullah Gül University

     Abdullah Gül University

     Turquía

     
  4. [4] Zhejiang Gongshang University

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• Localización: Journal of hospitality and tourism education, ISSN 1096-3758, Vol. 35, Nº. 2, 2023, págs. 123-132
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study explores the negative disposition of many hospitality higher education faculty toward MOOCs, an increasingly prominent delivery mode in pedagogical discourse which potentially enriches student learning. Such enrichment is particularly welcome in the case of hospitality because of its diverse stakeholders and student learning needs. The researchers conducted an in-depth and qualitative exploration with faculty members in mainland China. They combined the Diffusion of Innovation (DOI) approach and theory of motivation to propose five dimensions that account for groupings of resistance to deploying MOOCs. These are attributes and complexities, perceived incompatibility, unsuitability for trial, and lack of observational capacity. The study contributes to knowledge by examining the perspectives of faculty who have the capacity to constrain the deployment of MOOCs. The authors suggest that faculty members should be encouraged to embrace MOOCs as an innovative medium for learning and teaching.