Learning Outcome of Course Plantform, Teacher Ability and Students Satisfaction in Utilizing Massive Open Online Course (MOOCs)

Abstract

The study assessed the effectiveness of course platforms, teachers’ ability, and students’ satisfaction in utilizing Massive Open Online Courses (MOOC) for learning, and the research locale is in Hunan Province of China where learners and teachers from over 40 colleges take courses using MOOC learning platform. The study was conducted in the 2023 academic year. The research design is the quantitative approach utilizing the descriptive comparative-correlational research design. The sample size was 350 students who participate in MOOC courses in Hunan Province. And for the interview questions-10 teachers participated in the interview. SPSS22.0 version was used to process and analyze the results of the questionnaire survey. Results showed that there were more male student-respondents who participated in this study. Majority of the respondents are below 20 years old, and most of them have used the platform for at least 3 years. The highest ranked dimension in effectiveness is the effectiveness of the course designs which suggests that the course designs in the MOOC platforms are extremely effective. Meanwhile, the least of the dimensions is the course materials which also suggests that the course materials are extremely effective. Students who are 20 years and below have significantly higher assessment scores for course materials, structure and presentation, and overall effectiveness of course platforms compared to those who are 22 years old. Furthermore, there are no significant differences in the assessment of the students on course design among levels of age and years of use. However, the assessment of female students on course design is significantly higher compared to male students. On the other hand, in teachers’ ability, the highest ranked dimension is the teachers’ ability in interactive learning which suggests that the teachers are extremely competent. The least of the dimensions is the teachers’ ability in their teaching styles which also suggests that the teaching styles of the teachers proved that they are extremely competent. There are no significant differences in the assessment of the students about their teacher’s ability in MOOCs and in terms of interactive learning and knowledge of course content among levels of sex, ge, and years of use. As for students’ satisfaction, he highest ranked dimension is the students’ satisfaction with the learning outcomes which suggests that the students are extremely satisfied. The least of the dimensions is the students’ satisfaction with the attitude towards the use of online courses which suggests that the students are extremely satisfied. There are no significant differences in the level of satisfaction of the students in utilizing MOOCs based on learning outcomes, course engagement, and attitude toward the use of online courses among levels of sex, age, and years of use. Moreover, there are no significant relationships between the effectiveness of MOOC course platforms and the students’ assessment on their teacher’s ability and satisfaction. However, there are significant positive relationships between the student’s assessment of their teachers’ teaching styles and teaching ability and their attitude towards the use of online courses. Some of the challenges experienced by teachers while teaching in MOOC platforms include heavy workload, substantial time commitment, insufficient support and lack of compensation, difficulty in providing individualized feedback, and high rate of course dropouts among others.