Exploring the Most Decisive Online Education Determinants as Impacted by Taiwan’s New Southbound Policy
Ming-Yuan Hsieh 1 *
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1 Department of International Business, National Taichung University of Education, TAIWAN
* Corresponding Author

Abstract

This research cross-employed the Factor Analysis (FA) approach and the Entropy Compared Analysis (ECA) model of quantitative analysis and the fuzzy set Qualitative Comparative Analysis (fsQCA) method of qualitative analysis to creatively pioneer the most effective and efficient Comprehensive Online Education Competitive Evaluation Model (COECEM). This was done in order to conduce the most Valuable Online Education Determinants (VOED) for exploring the most decisive online education determinants of sustainable strategy in the New Southbound Policy introduced in Taiwan. The most valuable findings are that “Keyword-search Engine (KE) and Web 3.0 (W3) of core factors of Social Media Technology (SMT)” and “feedback technology function (FTF) and Course Complete Rate (CCR) of critical factors of Massive Open Online Course (MOOCs)” directly and inductively influence “Teaching Resource Distribution Administrative Consensus (TRDAC) of Resource Satisfaction Competency (RSC)”. The reason is that feedback technology function and course completion rate with keyword-search engine and Web 3.0 in online education technological supporting in taking online education courses are the most considered key factors during corporate employees selecting online education MOOCs for higher education institutes sustainable operation in support of the New Southbound Policy.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/83608

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 5, pp. 1945-1962

Publication date: 27 Feb 2018

Article Views: 935

Article Downloads: 392

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