MOOCs as complementary tool for entrepreneurship education: student perceptions and experiences in Nigeria

Purpose This study examines undergraduate students' awareness, utilisation and perceptions of massive open online courses (MOOCs) in relation to entrepreneurship education (EE) at a Nigerian university. It also investigates whether selected demographic characteristics and prior online-learning experiences predict students' perceptions of MOOCs and identifies barriers associated with their participation in MOOC-based learning. Design/methodology/approach The study adopted a quantitative cross-sectional survey design involving 422 undergraduate students enrolled in a university-wide compulsory entrepreneurship course during the 2023/2024 academic session. Respondents were drawn from 13 faculties. Data were collected through an online questionnaire administered at the end of the 13-week entrepreneurship course and analysed using descriptive statistics, factor analysis, reliability tests and regression analysis. Since respondents differed in their prior MOOC experience, findings concerning entrepreneurship-related learning are interpreted as perceptions of the educational value of MOOCs rather than objectively measured learning outcomes. Findings The findings revealed relatively high exposure to online learning but more limited participation in MOOCs, particularly entrepreneurship-related MOOCs. Students generally perceived MOOCs favourably in terms of flexibility, alignment with entrepreneurship course objectives and their potential contribution to skills such as creativity and problem-solving. However, respondents expressed only moderate support for replacing face-to-face learning with MOOCs. Reported barriers included poor Internet connectivity, high data costs, inadequate access to required technology, difficulties completing self-paced courses and lack of motivation. Regression analysis identified age as the only statistically significant predictor of students' perceptions of MOOCs, although the model explained only 5.4% of the variance, indicating limited explanatory power. Research limitations/implications The study was conducted among students enrolled in a compulsory entrepreneurship course at one Nigerian university, limiting the generalisability of the findings. In addition, respondents differed in their prior MOOC experience, and the cross-sectional, self-reported data does not establish causal effects of MOOC participation on entrepreneurial learning outcomes. Future research should distinguish between entrepreneurship-MOOC users, other MOOC users, and non-users and employ longitudinal, experimental or quasi-experimental designs to examine actual changes in entrepreneurial competencies, self-efficacy and intentions. Practical implications The generally favourable perceptions of MOOCs suggest that Nigerian universities may consider piloting carefully designed MOOC-enabled blended approaches to EE. Such initiatives should take account of reported barriers relating to digital access and sustained participation and should be systematically evaluated to determine their effects on measurable learning outcomes. Social implications The findings highlight issues of digital access and equitable participation that may influence students' engagement with technology-enabled EE. Hence, addressing Internet connectivity, data affordability and access to appropriate technology may be important considerations in efforts to expand inclusive digital learning opportunities. However, the wider effects of MOOC-enabled EE on self-employment, job creation and socioeconomic outcomes require further empirical investigation. Originality/value Rather than seeking to establish the general effectiveness of MOOCs for EE, this study provides context-specific empirical evidence on how Nigerian university students perceive and engage with MOOCs within a compulsory, multidisciplinary EE setting. It contributes by jointly examining MOOC awareness and utilisation, perceived educational value, demographic and experiential predictors of students' perceptions, and barriers to participation, thereby providing evidence relevant to the future design and evaluation of context-sensitive blended EE approaches.