Investigating the barriers and motivators to MOOCs adoption: a qualitative analysis of teacher's perspective

MOOCs have become the buzzword in the online education industry. MOOCs offer certification and degree courses on the trending areas and provide live forums for interactions among the various strata of the society. MOOCs have been successfully adopted in developed countries but it is relatively low among the teachers in developing countries. This research aims to identifying the barriers and motivating factors affecting MOOCs adoption among teachers of higher education institutions (HEIs) in India. This research has employed an interpretative phenomenological analysis (IPA) approach to identify barriers and motivating factors of MOOCs adoption. The primary data has been collected by conducting an in-depth interview among teachers of HEIs in India. This study reveals four factors (lack of awareness, fmancial constraint, technological barriers and time constraints) that act as barriers and five motivating factors (professional growth, personal development, attributes of MOOCs, social influence and self-efficacy) that influence teachers to adopt MOOCs.