مطالب

Purpose: This study uses TAM theory to better understand variables that are indicative of MOOCs’ courses’ completion rates; furthermore, this paper scrutinizes the quantitative relationship between MOOC platform usage and learning satisfaction. Methodology: This was an applied research in a virtual community called Coursera where people all over the world participate. The research design was quantitative and the questionnaire link was posted on the Coursera, with convenience sampling. Data collection process started from November 12, 2020 until February 23, 2021, and 234 users of the selected MOOC platform (Coursera) participated to evaluate the proposed model. A multivariable systematic technique (PLS) was applied to analyze the model. To conduct the reliability test, individual item loadings and internal consistency were consulted. Convergent validity of the model was measured via the Structural Equation Model (SEM). The examination of the SEM was incorporated an evaluation of the path coefficients and R2 values. Findings: The loadings of all measurement items are larger than 0.792, indicating sound internal reliability of the dataset. Moreover, the Cronbach's alpha values are all > 0.7 which proves the internal consistency of the research model. In this research, the range of CR is 0.838 to 0.947 and the range of AVEs 0.634–0.857, both exceeding the threshold values for desirable convergent validity. To obtain discriminant validity, the square root of AVE should be larger than the correlation among the constructs. The value of each AVE’s square root is greater than the off-diagonal components. The model explains 21.1% of the variance in perceived usefulness, 20.9% in perceived ease of use, 26.9% in attitude to use, 20.0% in MOOC platform actual usage and 24.2% of the variance in learning satisfaction. The path coefficient from quantity and quality of knowledge (β=0.261, p<0.01) and perceived feedback (β=0.215, p<0.01) to PU are positive. The results show that perceived feedback (β=0.275, p<0.01), perceived complexity (β=-0.367, p<0.01) significantly and meaningfully affect PEOU. The PU showed a positive and strong effect on attitude to use (β=0.271, p<0.01), MOOC platform actual usage (β=0.360, p<0.01), and learning satisfaction (β=0.277, p<0.01). Conclusion: The results indicated that the quantity and quality of the knowledge and perceived feedback have a positive and significant impact on the perceived usefulness of MOOCs. The perceived complexity as a negative construct was found to be an important indicator of MOOC platforms usage.

Purpose: The overall purpose of this study was to determine the public welfare governance model with the social justice development approach of the Ministry of Cooperatives, Labor and Social Welfare. This research was a kind of grounded-applied study. Methodology: The research method is mixed and applied in terms of purpose and descriptive and correlational in terms of how to collect information. Data collection tools were semi-structured interviews and fifteen experts familiar with the topics were interviewed in order to collect data via using purposive sampling method. The statistical population included all employees of the Ministry of Cooperatives, Labor and Welfare of East-Azarbaijan province, which is equal to 98 people. The sampling method was stratified relative and the sample size was 80 people. Findings: Eighteen categories were obtained by classifying 322 key concepts, which were placed in the form of 7 main categories such as participation, accountability, efficiency and effectiveness, approval and rule of law, managers' responsibility, transparency and justice. Conclusion: In the para-permanent model of fighting corruption and central justice of the above category, transparency and fighting corruption of the underlying category, accountability and responsibility of the environmental category, participation and involvement of organizations in governing the strategic category and effectiveness and efficiency, the consequence category and the results are a model of public welfare governance.