Start Date
12-13-2015
Description
Advanced information technologies have enabled the development of Massive Open Online Courses (MOOCs), which have the potential to transform higher education. Applying the theory of absorptive capacity, we examine the role of a school’s educational IT in becoming a MOOC producer. Using a unique longitudinal dataset on the history of MOOC adoption by US colleges and universities, we find that prior educational IT capabilities such as 1) the use of Web 2.0, social media and other interactive tools, and 2) prior experience with distance education and hybrid teaching are positively associated with MOOC adoption. We also find that the contribution of educational IT capabilities to MOOC adoption is moderated by IT governance practices. When the provision of IT supporting services are highly decentralized, educational IT has a greater impact on the probability of a school adopting a MOOC than when these services are primarily provided by the central IT organization.
Recommended Citation
Huang, Peng and Lucas, Henry, "Absorptive Capacity and the Adoption of MOOCs in Higher Education: The Role of Educational IT" (2015). ICIS 2015 Proceedings. 3.
https://aisel.aisnet.org/icis2015/proceedings/ISstrategy/3
Absorptive Capacity and the Adoption of MOOCs in Higher Education: The Role of Educational IT
Advanced information technologies have enabled the development of Massive Open Online Courses (MOOCs), which have the potential to transform higher education. Applying the theory of absorptive capacity, we examine the role of a school’s educational IT in becoming a MOOC producer. Using a unique longitudinal dataset on the history of MOOC adoption by US colleges and universities, we find that prior educational IT capabilities such as 1) the use of Web 2.0, social media and other interactive tools, and 2) prior experience with distance education and hybrid teaching are positively associated with MOOC adoption. We also find that the contribution of educational IT capabilities to MOOC adoption is moderated by IT governance practices. When the provision of IT supporting services are highly decentralized, educational IT has a greater impact on the probability of a school adopting a MOOC than when these services are primarily provided by the central IT organization.