| Summary: | 碩士 === 國立政治大學 === 科技管理與智慧財產研究所 === 103 === MOOCs successfully brought global students, educators, and related organization into a global network, forming a platform for global diffusion of knowledge. Started by top universities around the globe, MOOCs’ forces have swept around the globe in a short amount of time, creating ripples in the higher education web. The New York Times describes MOOCs as a “Campus Tsunami,” sweeping through the sectors of higher education.
How did this “Campus Tsunami” sweep around the globe? What are the factors that affect its dynamic diffusion process? In order to clarify these questions, this study employs the systematic and dynamic point of view of the complex theory to analyze how the factors influence each of MOOCs diffusion stages and what effects the factors create after interaction.
This study employs the historical study method and Mei Ya, Wang’s (2005) dynamic innovation diffusion model as the fundamental structure to explore the initial conditions, evolution and positive reinforcements, and self-organization of each diffusion stage.
The results demonstrate that MOOCs’ diffusion is based on self-organization. Within the seven factors, innovator networks and the difficulties in understanding innovation are the foremost influential factors. During MOOCs diffusion stages, the different factors interact with each other, producing both positive reinforcements and negative reinforcements, thus influencing MOOCs continuous diffusion and development.
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