Abstract
Purpose of the study: This study examined the effectiveness of MOOC in the blended learning of Computer Architecture and Organization course based on the integration of online learning using MOOC and face-to-face learning. Specifically, the aim of the study was to identify factors that could influence student acceptance of MOOC in terms of immersion (IM) and intention to use (BIU) based on the HMSAM. Methodology: Quantitative approach through pre-test/post-test control group design was implemented in this study. Simple random sampling was carried out to recruit the study sample comprising 168 undergraduates from a population of 298 students. Pearson correlation analysis, ANOVA and multiple regression analysis were performed on the survey data collected using online questionnaire. Main Findings: Joy, control, perceived usefulness (PU) and curiosity were significantly correlated with IM while PU, joy and curiosity were significantly correlated with BIU. Control, PU, joy and curiosity were significant predictors of student acceptance in terms of IM and BIU. 33% of IM variances and 22% of BIU variances can be predicted by control, PU, joy and curiosity. Applications of this study: This study is useful in educational technology area where it shows that MOOC is a potent platform for blended learning, but its effectiveness relies on appropriate division of learning between online and face-to-face mode. Therefore the study on teaching and learning strategies, techniques and tools are widely open in order to improve the effectiveness of blended learning in the future. Novelty/Originality of this study: The finding suggests that the proportion of learning based on online and face-to-face mode should be carefully apportioned where the effectiveness of MOOC in the blended learning was significantly lower if it was used up to 71% and the effectiveness will be increased if only 29% of MOOC was used in the non-blended learning.
Highlights
According to Staker and Horn (2012) blended learning is defined as a formal education program where students learn at least part materials online, with some of the course instructions being delivered online
While Allen and Seaman (2010) stated that blended learning of a course should be based on a mix of contents delivery where 30% to 79% of the learning contents to be delivered through online mode and the rest through face-to-face learning mode, the Malaysia’s National e-Learning Policy Document or DePAN (Ministry of Higher Education, 2011) stipulates that the courses conducted through the blended learning approach should cover at least 30% of contents, management and e-assessment through the online platform, and the rest is performed face-to-face
Using Myguru, blended learning is deemed to have been carried out based on several criteria, such as the number of materials uploaded to this platform, including at least one instructional plan, a course plan or a course synopsis; seven or more teaching resources, such as modules, additional course materials, videos or slides notes; three or more online activities, such
Summary
According to Staker and Horn (2012) blended learning is defined as a formal education program where students learn at least part materials online, with some of the course instructions being delivered online. As stated in the Executive Summary of Malaysia Education Blueprint for Higher Education for 2015 to 2025 (Ministry of Education Malaysia, 2015) [Done] that contains 10 shifts, online learning approach is considered as an important platform to transform Malaysia into an international education hub by expanding the access to its educational programs for the world community’s lifelong learning through the ninth shift, namely Globalized Online Learning (GOL) To realise this shift, MOE has proposed blended learning as a pedagogical approach that needs to be applied in all Malaysia’s Institutions of Higher Learning (IHLs). Such an effort requires the necessary transformation entailing Malaysia’s education system to employ MOOCs to help make Malaysia as the first country in the world to lead the MOOC integration of courses at the international level In this regard, UPSI has been given the responsibility to develop MOOC learning materials for several courses, namely Computer Architecture and Organization (CAO), Blog and Website Development (PBLW), and Special Needs Children (KBK). The researchers carried out this study with the main aim to identify factors that may influence the acceptance of student of the integration of MOOC into the traditional face-to-face learning method and to evaluate the effectiveness of its implementation in the learning process
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