Changing learning paradigms: an interplay of Digital Taylorism and technostress on perceived employability

Abstract

Purpose Massive open online courses (MOOCs), a Taylorist attempt to automate instruction, help make course delivery more efficient, economical and better. As an implementation of Digital Taylorism Implementation (DTI), MOOCs enable individuals to obtain an occupation-oriented education, equipping them with knowledge and skills needed to stay employable. However, learning through online platforms can induce tremendous amounts of technology-related stress in learners such as complexity of platforms and fears of redundancy. Thus, the aim of this paper is to study how student perceptions of DTI and technostress (TS) influence their perceived employability (PE). The role of TS as a mediator between DTI and PE has also been studied. Design/methodology/approach Stratified sampling technique has been used to obtain data from 305 students from 6 universities. The effect of DTI and TS on PE, and the role of TS as a mediator, has been examined using the partial least squares (PLS) structural equation modelling approach with SMART PLS 4.0. software. Predictive relevance of the model has been studied using PLSPredict. Findings Results indicate that TS completely mediates the relationship between DTI and PE. The model has medium predictive relevance. Practical implications Learning outcomes from Digitally Taylored programs can be improved with certain reforms that bring the human touch to online learning. Originality/value This study extends Taylorism literature by linking DTI to PE of students via technostress as a mediator.