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Why People Do Not Use MOOCs: An Innovation Resistance Perspective
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Gábor Pörzse; Zsófia Kenesei – Information and Learning Sciences, 2025
Purpose: Even though the pandemic years resulted in a significant increase in massive open online courses (MOOCs), there are still countries where penetration is low. The rejection of MOOCs can inhibit individual and societal advancements. The purpose of this study is to explore what is behind the resistance to MOOCs in these regions. Using the…
Descriptors: MOOCs, Educational Change, Resistance to Change, Innovation
Guidelines for Learning Design and Assessment for Generative Artificial Intelligence-Integrated Education: A Unified View
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Andy Nguyen; Anh Thi Duong; Diep Thi Bich Nguyen; Van Thi Thanh Lai; Belle Dang – Information and Learning Sciences, 2025
Purpose: The rapid advancement and widespread adoption of generative artificial intelligence (GenAI) in education have significantly impacted learning, teaching and assessment practices. This development has raised critical questions about necessary changes to learning design and traditional assessment methods for a society where GenAI becomes…
Descriptors: Artificial Intelligence, Instructional Design, Public Policy, Educational Policy
Teaching and Testing in the Era of Text-Generative AI: Exploring the Needs of Students and Teachers
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Julia Jochim; Vera Kristina Lenz-Kesekamp – Information and Learning Sciences, 2025
Purpose: Large language models such as ChatGPT are a challenge to academic principles, calling into question well-established practices, teaching and exam formats. This study aims to explore the adaptation process regarding text-generative artificial intelligence (AI) of students and teachers in higher education and to identify needs for change.…
Descriptors: Artificial Intelligence, Student Needs, Higher Education, Technology Uses in Education