Why are Faculty Unfavorably Disposed to MOOCs? - A Sharing of Views by Chinese Hospitality Educators


Zhang X., Koseoglu M. A. , King B., ALADAĞ Ö. F.

JOURNAL OF HOSPITALITY & TOURISM EDUCATION, 2021 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume:
  • Publication Date: 2021
  • Doi Number: 10.1080/10963758.2021.1963749
  • Journal Name: JOURNAL OF HOSPITALITY & TOURISM EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, CAB Abstracts, Hospitality & Tourism Complete, Hospitality & Tourism Index, DIALNET
  • Keywords: MOOCs, hospitality educators, resistance to innovation, motivations, diffusion of innovation theory, faculty members, ONLINE, PERCEPTIONS, STUDENTS, TOURISM
  • Abdullah Gül University Affiliated: Yes

Abstract

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.