Why Massive Open Online Courses (MOOCs) have been resisted: A qualitative study and resistance typology

The current study presents a qualitative exploration of faculty reactions to Massive Open Online Courses (MOOCs) using a netnographic approach. We coded over 1,000 faculty blogs to reveal that resistance to MOOCs is nuanced and not always negative. Specifically, while minimal research has explored whether a potential innovation user has valid reasons for not immediately adopting an innovation, faculty resisted MOOCs using a range of reasons...