Use Of Massive Open Online Courses Research Articles

Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria

This research examines the utilisation of Massive Open Online Courses (MOOCs) by university undergraduates in Ibadan, Nigeria, for digital skill development. A survey of 378 undergraduates from the University of Ibadan, Lead City University, and Dominican University is conducted. Principal Component Analysis (PCA) simplifies UTAUT variables, while regression analysis explores factors influencing MOOC usage. Results show a substantial 77.8% adoption rate of MOOCs, indicating a growing interest in online learning. Performance expectancy, effort expectancy, social influence, facilitating conditions, and internet accessibility significantly influence MOOC usage, though higher values for performance expectancy and facilitating conditions unexpectedly correspond to reduced utilisation. Demographic factors like age and gender do not significantly impact adoption. Limitations include the focus on Ibadan university students, potentially limiting generalizability, and the study’s cross-sectional nature, which may not capture long-term trends. Nonetheless, the research sheds light on digital education in Nigeria, emphasising MOOC utilisation among students. Rigorous statistical analyses and incorporating the UTAUT framework provide a robust foundation for interpretation. The results highlight prevalent MOOC usage and offer insights into adoption factors. Implications extend to educational institutions, instructors, digital literacy initiatives, and policy-making, stressing the importance of enhancing MOOC adoption for digital skill development among Nigerian university students.

MOOC for Pagelaran Pottery Village: Boosting Income through Design Educational Tourism

The implementation of this activity aims to design and build educative tourism infrastructure using the Massive Open Online Course (MOOC) as a means to increase the income potential of Pagelaran Village. Pagelaran Village is famous for its pottery crafts, which are rich in cultural values. However, the potential for tourism and related revenues has yet to be fully realized. Therefore, employing MOOC as a tool to provide an online learning experience for a package of pottery production training activities is expected to attract tourists and boost the income of the local community. The methods used in this implementation include field surveys, literature studies, and analysis of tourist needs and preferences. The approach adopted is the asset-based community development (ABCD) approach, which consists of five stages of activity including: 1) Discovery, 2) Dream, 3) Design, 4) Define, and 5) Destiny. The infrastructure built includes the development of the MOOC platform, offering learning materials related to history, manufacturing techniques, and the art of pottery. Additionally, practical learning facilities are also provided for tourists desiring to undertake direct courses without constraints by space and time. During initial testing, this MOOC garnered favorable responses from travelers who participated the course. The results of the implementation of this activity indicate that the use of MOOC as an educative tourism infrastructure can increase potential income in Pagelaran Village. Keywords: MOOC, income, pagelaran pottery, educational, infrastructure

Navigating the Learning Landscape: Social Cognition and Task-Technology Fit as Predictors for MOOCs Continuance Intention by Sales Professionals

Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology fit, self-development, and social recognition in sales professionals’ continued use of MOOCs. The study hinged on empirical research and used a survey to collect data from 366 sales professionals. The results suggest that task-technology fit, self-development, and social recognition play a significant role in sales professionals’ continued use of MOOCs. The study has practical implications for organizations promoting employee learning and development. The findings provide valuable information for MOOC designers and providers to develop more effective courses that meet the needs of sales professionals.

Proposing information and communication Technology (ICT)-Based Learning transformation to create competitive human resources: A theoretical review

To address the challenges posed by the digital age and worldwide competitiveness, learning transformation that focuses on Information and Communication Technology (ICT) has been identified as a key solution for forming competitive human resources in the 21st century. This research employed literature analysis methods by referring to relevant recent research taken from various well-known scientific journal databases. Data analysis aimed to reveal trends and best practices in implementing innovative 21st-century learning models, utilizing ICT-based learning media, and preparing human resources to maximize the potential of Massive Open Online Courses (MOOCs). This study produces strategic recommendations and guidelines for educational institutions to implement innovative 21st-century learning models, utilize ICT-based learning technology, and prepare human resources to implement MOOCs optimally. This endeavor aims to equip graduates with globally relevant skills. The transformation of ICT-based learning and the use of MOOCs is recognized as an essential step to develop human resources capable of global competition in the job markets. This research indicates positive impacts to respond current global challenges and nurturing the required competencies leading to a better employability for graduates students working in the digital era with global industries.

The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study

To enhance the development of massive open online course (MOOC) teaching and learning, prevalent methods and characteristics employed by college students in MOOC learning strategies must be investigated. This study employed the grounded theory approach to systematically encode and construct a learning strategy model for the use of MOOCs among college students in China. This study used data obtained from 57 college students and applied qualitative research coding procedures and NVivo software (version 12.0). The results revealed that the core learning strategies used by college students in MOOC learning could be categorized into cognitive, resource management, and metacognitive types. Five specific learning strategies were most frequently used: elaboration, interactive and cooperation, help-seeking, effort management, and information selection strategies. However, association and questioning strategies are infrequently employed by college students in their learning. Therefore, educators must actively guide students to expand their innovative thinking abilities by implementing these strategies.

DIGITAL TRANSFORMATION RESHAPING TOURISM EDUCATION: INVESTIGATING THE INFLUENCE OF MOOCS ON TEACHING TOURISM FUNDAMENTALS AND LOCAL LORE

With the rapid development of new innovative technologies in the education system, massive open online courses (MOOCs) have begun to appear. It is very important to evaluate the effectiveness of MOOC in teaching the basics of tourism and local lore to students of the educational program in Geography. Therefore, the purpose of this study was to investigate the effectiveness of teaching the discipline "Fundamentals of organising and conducting tourism and local lore activities" to students of the Geography educational programme of higher education institutions (universities) in Kazakhstan through MOOC. In the study, the elective subject "Fundamentals of organising and conducting tourism and local lore activities" was taught through MOOC on the Eduardo platform. The study consisted of two phases, with 14 students from the Kazakh National Women's Teacher Training University (KNWTTU) as the control group and 19 students from the Astana International University (AIU) as the experimental group. As a result, at the first stage, KNWTTU and AIU students were approximately at the same level. In the second formative stage, students in the control group remained at the initial level, while students in the experimental group showed a high level. In the first phase, the experimental group scored 10.5% "high", 15.8% "medium" and 73.7% "low"; after MOOC training, 31.6% "high", 47.4% "medium" and 21% "low". Thus, the use of MOOC in the formation of tourism and local lore competence of future geography teachers contributes to the improvement of students' knowledge and understanding of their native land and the formation of tourism and local lore skills.

Investigating the acceptance and use of massive open online courses (MOOCs) for health informatics education

BackgroundThis study investigated the acceptance and use of massive open online courses (MOOCs) among health informatics educators and students in Saudi Arabian academic institutions. A theoretical model based on the unified theory of acceptance and use of technology (UTAUT), self-determination theory (SDT), and channel expansion theory (CET) was used to identify factors that affect MOOC adoption in health informatics education.MethodsA survey research design was employed, and cross-sectional data were collected from health informatics instructors and students in academic institutions in Saudi Arabia. A total of 145 completed responses were used in the final analysis of the data.ResultsThe findings indicated that performance and effort expectancy were important factors that could predict the acceptance and use of MOOCs among health informatics instructors and students. Additionally, perceived media richness affected the actual use of health informatics MOOCs among students and instructors in Saudi Arabian academic institutions. The results of this study show that autonomy, relatedness, and competence must be considered in the design of health informatics MOOCs.ConclusionsA combination of these models can effectively explain the adoption and use of MOOCs in emerging fields such as health informatics.

Analysis of Factors influencing the successful use of Massive Open Online Courses (MOOCs) to prepare Digital Talent

One type of e-learning category is Massive Open Online Courses (MOOCs). MOOCs or MOOC promote the "democratization of education" that allows education to be accessed by everyone from anywhere and anytime. The use of MOOCs gives students access to a wide variety of resources. MOOs enable students to have the sufficient storage capacity to store their materials. MOOCs have the potential to improve digital capabilities in the face of digital transformation. The intention to use MOOC is relatively high, however, in terms of class completion rate and motivation to pass on MOOC is relatively low. These conditions need to be examined to increase the success rate of MOOCs usage. This research develops a model and identifies factors that influence the successful use of MOOCs to prepare digital talent. The approach is a mixed method that collects quantitative data using an online questionnaire and qualitative data via interviews. The researcher took data from 91 samples and eight informants for interviews. In the study results, 6 out of 12 hypotheses are accepted in this study. The factors that influence a person in completing MOOC either directly or indirectly include Performance expectancy, willingness to earn certificates, MOOC quality, and Intrinsic motivation. This research also produces recommendations that can be used as consideration for parties related to MOOC.

Exploring the Influence of Countries’ Economic Conditions on Massive Open Online Course (MOOC) Participation: A Study of 3.5 Million MITx Learners

It is well known that there are disparities in access to education around the world, with developed countries generally having better educational resources and opportunities compared to developing countries. Massive open online courses (MOOCs) have been proposed as a way to bridge this gap by providing free or low-cost online education to anyone with an Internet connection. This study aimed to better understand the effects of location, both country and region, on the use of MOOCs, using data from 3.5 million learners who registered for MOOCs offered by the Massachusetts Institute of Technology (MIT). The data set provided a broad picture of how MOOCs are being used around the globe. The results of the study indicated significant differences in the use of MOOCs among students from different countries and their corresponding economic levels. In order to address these differences and improve access to education through MOOCs, the study suggested several actions that could be taken. These include providing better infrastructure and support for MOOC learners in developing countries, increasing awareness of and access to MOOCs in these regions, and working to improve the quality and relevance of MOOC offerings. Overall, the study highlighted the potential of MOOCs to bridge the educational gap between developed and developing countries, but also emphasized the need for continued efforts to remove barriers and improve access to these resources.

The effectiveness of MOOCs in ESP for technical students: A Kazakhstan case study

This study looks at the critical problem of how to use Massive Open Online Courses (MOOCs) at the Republic of Kazakhstan’s technical universities. Its objective is to study how professional-oriented foreign languages can be taught as MOOCs. As a methodological basis, it uses system-activity and competence approaches. The theoretical side includes the analysis and generalization of foreign and local scientific works to determine the advantages and disadvantages of MOOCs in the development of professional foreign language skills for students with technical specialties. Data on the use of MOOCs was analyzed and summarized at Karaganda Technical University. The quantitative results of the experiment were obtained using mathematical statistics. The authors ran a comparative analysis of the results between groups with traditional and mixed teaching methods in the English for Special Purposes course. A mixed method with MOOC technology integrated delivers better results than traditional education. Empirical results demonstrate that this method improves communication skills in the main areas of speech activity, professional vocabulary expansion, and theoretical knowledge enrichment of students within their specialty. The results indicate that using MOOCs as part of the ESP course leads to better educational results in comparison to traditional education. The use of system-activity and communicative approaches unlocked new opportunities for students, like increasing English proficiency levels, developing critical thinking and time-management skills, solving problems, and advancing their knowledge of their discipline. The authors studied MOOCs in a small data environment using an alternative qualitative research analysis method and came to the conclusion that MOOCs are effective in ESP courses for engineering students.

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses.

The purpose of this study was to examine the relationships between users' satisfaction with actual use of massive open online courses (MOOCs) and intrinsically motivated, task-technology fit, attitudes toward using MOOCs, and behavioral intention to use MOOCs. As the primary technique for data collection, a survey questionnaire on self-determination theory (SDT) as well as task-technology fit (TTF) was distributed to a total of 228 students. The results of the users' (TTF) to attitude toward using MOOCs and their behavioral intention to use MOOCs had a positive impact on their satisfaction and actual use of MOOCs in higher education institutes. However, the users' perceived autonomy was not entirely satisfied, based on the results of their intrinsic motivation for the actual use of learning courses. Similarly, technology characteristics were insignificant with TTF for the actual use of MOOCs in academic institutions. Additionally, mediation studies showed that the correlations between independent factors on the one hand and users' satisfaction with their actual use of MOOCs on the other were significantly mediated by intrinsic motivation, TTF attitude, and behavioral intention to use. Finally, practical ramifications were examined, and recommendations were made with regards to the direction of future studies.

Development of a Blended Learning Model Based on Case Based Learning

This research aims to develop a case-based learning (CBL) blended learning model assisted by Massive Open Online Courses (MOOCs) for the implementation of the Free Learning-Free Campus (MBKM) curriculum in tertiary institutions. The research method used is joint research that combines qualitative and quantitative studies. The research was conducted at Bengkulu University for limited trials and several partner campuses, such as the State Institute of Islamic Religion (IAIN) Curup and Palembang Aviation Polytechnic, for broad trials. The study results show that the learning model suitable for applying the CBL method in higher education is the CBL-based blended learning model using MOOCs. The design of the Blended Learning model based on CBL includes the design of the Learning Model starting with learning objectives, subject matter, learning activities, media resources, and tools and assessment. The learning activities consist of an introduction, core learning, and closing. Core Activities use MOOCs to assist the online learning process (Blended). A Blended Learning model based on CBL using the MOOCs system has been developed and can already apply in the blended learning process in tertiary institutions in implementing and implementing the MBKM curriculum. Implementation of the model developed in trials at the University of Bengkulu, and partner (IAIN Curup Mathematics, Physics and Informatics Study Program), Palembang Aviation Polytechnic (field testing will be in October-November). The novelty of this research is the use of MOOCs as a medium for implementing blended learning models. Besides, CBL applies in the implementation of learning with a blended learning model.

Supportive Leadership and Post-Adoption Use of MOOCs

Educational institutions face significant challenges in extracting interest from their investments in massive open online courses (MOOCs). This study examined the impact of supportive leadership style on university employees' continued use of MOOCs and assessed the mediating role of their innovative work behavior. It uses a multi-theory perspective as opposed to the majority of past studies that use singular theoretical perspectives and extends the information system continuance (ISC) model with the leadership concept. Researchers collected multi-source dyadic data for this cross-sectional study from 632 employees and 316 supervisors from 19 Chinese universities. Data were analyzed using structural equation modeling with partial least squares through SmartPLS 3.2.9. Results indicate supportive leadership influences employees' innovative behavior, which mediates between supportive leadership and employees' satisfaction, perceived usefulness, and intention to continue using MOOCs.

The Use of MOOCs to Change the Teaching of Literature Retrieval

The limits of the classic literature retrieval course teaching approach are becoming more obvious as information and communication technology advances in the digital age. The emergence of MOOCs (Massive Open Online Courses) has a significant influence on conventional literature retrieval course instruction, since it not only pushes but also gives the tools and techniques for improvement. The MOOCs literature retrieval course has transformed the teaching idea of the literature retrieval course. The evaluation mechanism is based on the construction of flipping the classroom lecture method of the instructors and students' mutual assessment, which is one of the feasible solutions for the teaching reform of literary retrieval course.

The Use of MOOCs to Change the Teaching of Literature Retrieval

The limits of the classic literature retrieval course teaching approach are becoming more obvious as information and communication technology advances in the digital age. The emergence of MOOCs (Massive Open Online Courses) has a significant influence on conventional literature retrieval course instruction, since it not only pushes but also gives the tools and techniques for improvement. The MOOCs literature retrieval course has transformed the teaching idea of the literature retrieval course. The evaluation mechanism is based on the construction of flipping the classroom lecture method of the instructors and students' mutual assessment, which is one of the feasible solutions for the teaching reform of literary retrieval course.

Factors affecting use of massive open online courses by Ghanaian students

The study examined how the perceived level of students’ knowledge on Massive Open Online Courses (MOOCs) influence its use. The study utilizes the use of Innovation Diffusion Theory and Technology Acceptance Model to examine factors that influence students use of MOOCs within the Ghanaian university. The data was analyzed using the Statistical Package for the Social Sciences. The data was analyzed using Structural Equation Modeling (SEM-Amos). The findings showed perceived usefulness, perceived ease of use MOOCs as well as perceived compatibility and observability positively affect students use of MOOCs systems. However, the perceived complexity of use negatively affects students use of MOOCs systems. The findings further validate students’ motive to use the MOOCs systems for learning. Students’ attitudes toward using MOOCs systems and behavioral intentions to use MOOCs systems are heavily influenced by technology and resource availability. When technology tools are available, students’ intents to use them in their studies.

Factors Affecting Students’ Intention to Use Massive Open Online Courses

Massive Open Online Courses (MOOCs) attract many researchers because of their massiveness, openness, machine and peer assessment, yet there are still many questions to be answered. This study was conducted at FPT University in Can Tho during the 2020-2021 academic year using the quantitative approach. A purposeful sampling technique was used to select 226 participants who partook at least one MOOC on the Coursera platform. The questionnaire consists of 18 items adapted from Technology Acceptance Model (TAM) developed by Davis (1989), and Learning Strategies, by Marton and Säljö (1976). The findings showed that perceived ease of use (PEOU), and perceived usefulness (PU) have a great impact on students’ intention to use MOOCs in the future, PU, however, has a stronger and more direct correlation to the acceptability of MOOCs. Furthermore, surface learning strategy has a negative effect on the intention to enroll in MOOCs while deep learning strategy was not significantly correlated with intended future use of MOOCs. More importantly, a valuable finding was that surface learning strategy was in inverse proportion to courses variable and it can be lessened. Our findings are expected to offer a multi-dimensional view for students, especially those in the current context as well as MOOCs developers in order to design curricula.

Multiple Correspondence Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses

There have been manifold thrilling studies strikingly conducted in recent years to explore factors influencing student acceptance of massive open online courses (MOOCs). The principal goal was to determine future prediction and sustainable use of MOOCs for providing pervasive quality education services. This has led to the examination of different theoretical models tested on varying sample sizes for factor exploration. However, existing studies have reflected heterogeneous results caused by divergent sources not observed in the literature using the multiple correspondence analysis (MCA). This study aimed to apply the data science method of MCA to explore hidden associations amongst factors influencing student acceptance of MOOCs and heterogeneity sources of theoretical models and sample sizes to blur the literature hiatus. Results based on data extracted from 54 primary studies published from 2015 to 2021 with a total of 19,638 valid student responses generally conclude the existence of four main levels of associations. The four associations were respectively composed of single, blended, extended and complex theories and each level is associated with distinct categories and a combination cloud of similar categories. Moreover, results indicated that very small sample size is the most unusual under the basic assumption that none of the variables are correlated. It is practically germane to confirm hidden associations in a dataset of influencing factors to help reach a much greater understanding of the application and performance of MOOCs for sustainable education services.

Like, Comment and Share: Understanding Language Learning Experience of Gifted Students through Massive Open Online Course (MOOC) Platform

Massive Open Online Course (MOOC) gained prominence as an alternative teaching and learning platform for many educators embarking on developing university courses online. In Malaysia, the initiative at lower secondary school was quite recent and not many teachers were willing to invest the time and effort to develop the MOOC courses. This study examined the secondary school gifted students’ experience in learning a language subject using a new online course in a MOOC platform. All students from the lower secondary levels of a gifted education institution enrolled in the English subject MOOC and their engagements and experiences were recorded in their journal and classroom discussions. Their text and verbal responses were analysed and reported to better understand the various issues and challenges that they had encountered. Students accredited certain positive aspects of MOOC and they found it to be useful, flexible and engaging. More than 80 per cent relished the social meeting elements such as like, comment and share. The contents and activities helped them learn and practise the English language. The study outcomes disclosed the use of MOOC as a social learning platform that offers engaging learning. The online teaching and learning process could benefit from the social media features found in MOOC which are motivating to the gifted students. For educators, this platform offers useful alternatives and strategies to develop their teaching contents online and utilise it as an enrichment programme in the gifted and talented education institution.

Massive open online courses as a resource of mixed learning (on the example of humanities)

The dominant direction in the development of online education, actively discussed by the pedagogical community, is training using massive open online courses (MOOCs). The key factor in the effectiveness of the implementation of MOOCs in the practice of educational organizations is primarily the availability of elite education. In modern conditions, which determine the priority of lifelong education (lifelong learning), it is particularly relevant to form schoolchildrens readiness for self-education, which can be facilitated by training on MOOC platforms. The broad discussion of MOOC implementation in educational practice is more concerned with university education, additional education and the system of advanced training. The use of MOOCs in school education in the publications of teachers-researchers is not considered fully enough and is mostly related to natural sciences. The paper analyzes the MOOC on the example of humanities and the features of the implementation of mixed learning models (inverted learning, autonomous group, individual trajectory) based on the use of online courses. This analysis suggests that there should be a need for more in-depth research in this area and the need to introduce elements of learning into school practice through massive open online courses. This will resolve the contradiction between the need for differentiation and individualization of training and the potential of existing unused massive open online courses.