Uncovering factors predicting the effectiveness of MOOC‐based academic leadership training

The recent trend of utilizing Massive Open Online Courses (MOOCs) in higher education and the drastic changes caused by COVID-19 exacerbated the adoption of online professional development (PD) addressed for academic leaders. Unfortunately, there is a lack of empirical studies investigating perceived effective- ness of academic leadership development MOOCs and its predicting factors. Based on the statistical findings derived from a survey for learners in a series of MOOC- based leadership development programs, the current study aimed at identifying con- tributors to the effectiveness of online leadership training in higher education con- texts. The participants (N=185) were academic leaders and staff who participated in the MOOC-based leadership development programs. Hierarchical regression analyses were employed to answer the research questions. The results showed that course content was the strongest predictor of perceived learning effectiveness, fol- lowed by interaction quality. The four scales of motivation have different effects on perceived learning outcomes. The study extended previous research by demonstrat- ing the potentials of using MOOCs as an online platform for leadership develop- ment. In addition, the study filled in the gaps in the literature to measure predictors that associate perceived learning outcomes of MOOC-based leadership development programs. Implications for both practice and theory were implied.

Publication year:2022

Keywords:MOOCs, Professional development, Leadership, Academic leaders, Higher education

Accessibility:Open