Demographic and Experiential Factors in Postgraduate MOOC Satisfaction: Evidence from Northeast India

This study examines the satisfaction of postgraduate students with Massive Open Online Courses (MOOCs) in universities across Northeast India, using a descriptive survey design. A sample of 120 postgraduate students from various universities in the area comprises the population; the participants were selected using purposive sampling. To gather data self-constructed “MOOCs Satisfaction Assessment Scale (MSAS)” was used to assess learners' satisfaction with MOOCs in several areas, such as system quality, service quality, and course quality. Descriptive statistics like mean, standard deviation, percentage, and frequency were used in the analysis, coupled with inferential methods like ANOVA to look at the effect of demographic variables. According to the results, the majority of postgraduate students expressed a moderate level of satisfaction with MOOCs. However, no significant differences were found in satisfaction levels across age groups or based on prior MOOC usage experience, suggesting that these variables do not significantly influence overall satisfaction. Gender emerged as a significant factor, with female students expressing higher levels of satisfaction than their male counterparts. The study comes to the conclusion that whereas postgraduate students in Northeast India find MOOCs to be a generally acceptable learning experience, gender-related disparities in satisfaction should be taken into consideration. Furthermore, it is suggested that course quality and user involvement be improved in order to further increase satisfaction. The study adds to our knowledge of how MOOCs are seen in the Indian higher education environment by offering insightful information about how students see them.