A Systematic Literature Review on Massive Open Online Course for Language Learning

Zainuddin, Ghazali; Danuri, Mohd Shahrul Nizam Mohd; Ali, Adnan Mat; Ahmad, Mohammad Imran; Sokri, Nor Effendy Ahmad; Jaffar, Mohammad Najib; Ramlan, Siti Rosilawati; Anshar, Khairu Barieyah; Ismail, Irwan Mahazir; Hashim, Harwati

doi:10.4236/ce.2019.1012243

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…It is also a complement to the lifelong learning environment and it has become an initiative in the 21st century technology-based education (Haron, et.al, 2019). MOOC has become a teaching innovation and it has gained serious attention in academic circles across various fields such as engineering, languages, Islamic education and many more, locally and abroad (Zainuddin, et al 2019, Zainuddin & Rosilawati, 2018. The use of MOOC also has impacted the students' lives on all major aspects such as academic potential, reinforcement, achievement, motivation, interaction and self confidence (Dziuban et al 2018, Swigart & Zhan, 2016, Bucovetchi et al, 2016, Hossain et al 2015.…”

Section: Introductionmentioning

confidence: 99%

Challenges to Teaching and Learning Using MOOC

Zulkifli¹,

Hamzah²,

Bashah³

2020

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The Malaysian Education Development Plan (PPPM) 2015-2025 (Higher Education) strongly emphasizes the use of information technology and the transformation of the delivery of teaching and learning processes (T & L). The plan places the ninth shift in the global online learning which is intended to transform the education system by leveraging information technology in improving the quality of learning in Malaysia. This is in line with Education 4.0 which highlights the 21st century skills that are so important to be applied in education. Massive Open Online Courses (MOOCs) are a platform introduced as a new approach to the T & L process. Although MOOCs have been found to improve teaching and increase student engagement, many previous studies have shown that students' readiness to use MOOCs is still at a moderate level. Therefore, this study was conducted to identify the major barriers to the use of MOOCs at one polytechnic in the Southern Zone. This quantitative study was conducted by administering the questionnaire to 213 students for feedback. Data were collected using a 1 to 5 Likert scale and analyzed using Statistical Package For Social Science (SPSS) by measuring the frequency and percentages. The alpha value of the questionnaire was, α = 0.887. The findings showed that internet/Wi-Fi coverage sources are a major obstacle to using MOOCs within the classroom even though students are committed and motivated towards using MOOCs.

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Section: Introductionmentioning

confidence: 99%

Challenges to Teaching and Learning Using MOOC

Zulkifli¹,

Hamzah²,

Bashah³

2020

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“…The COVID-19 pandemic has made learning systems in the world and Indonesia increasingly use online learning facilities, including the increasing number of online courses developing during this pandemic [1]. Until now, in the world in general and Indonesia in particular, many online course platforms are well known by the public, starting from Coursera, Udemy, and many other media [2]. Regardless of a pandemic or pre-pandemic conditions, it is undeniable that online learning is increasingly popular [3].…”

Section: Introductionmentioning

confidence: 99%

Software as a Service-based Integrated Interactive Online Course System

Soesanto¹,

Suciadi

Liliana

2023

J. RESTI (Rekayasa Sist. Teknol. Inf.)

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Several online learning platforms use recorded videos as a medium for delivering their material. In addition, several applications, such as Zoom, Google Meet, and WhatsApp, can help communicate interactively during this learning process. However, because the application is still separate from the existing online learning platform, users must switch applications and make the necessary data settings. Another obstacle experienced is that not all online learning service providers can have the infrastructure to use online learning systems, especially if the providers are individuals. This research uses a simple sequential method and aims to build an integrated online course system equipped with an interactive learning management system that many online courses, in general, can use. The main features are submissions of new courses by teachers, ordering courses by students, classes can be held using live video streams, the interaction between teachers and students in real-time with live chat, and a learning management system that includes sending and receiving assignments and quizzes. The test results show that as many as 73.2% of respondents gave the highest score for the built system.

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“…MOOCs are an online learning tool and have been widely used for distance learning. For the past 10 years, MOOC providers, such as edX, Coursera, and Udacity, have been offering various online courses that can be accessed by millions of learners without geographical boundaries [4]. MOOCs have roots in the value that knowledge should be shared freely without time, demographic, economic, or geographical constraints.…”

Section: Introductionmentioning

confidence: 99%

Supporting newly graduated medical doctors in managing COVID-19: An evaluation of a Massive Open Online Course in a limited-resource setting

et al. 2021

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Introduction Newly graduated medical doctors in their internships are positioned to strengthen the front line in combating COVID-19. We developed a Massive Open Online Course (MOOC) to equip them with adequate knowledge for COVID-19 management. This paper aims to analyze the MOOC and evaluate participant satisfaction and increase in knowledge after completing the course. Methods An observational study was conducted. Quantitative data were obtained from questionnaires and pre- and post-tests. Responses to open-ended questions of the questionnaires were collected. Analysis using the Quality Reference Framework was also completed. Results The MOOC consisted of fundamental knowledge of COVID-19 (Part A) and further enrichment (Part B), and the content was written in the Indonesian language. A total of 3,424 and 2,462 participants completed the course in August and November 2020, respectively. Most participants agreed that the platform was easy to navigate, the design was interesting, and the content was aligned with their needs. Pre- and post-test scores in Part A’s subjects increased significantly. Factors contributing to and inhibiting usability and areas for improvement were further highlighted. Discussion The use of a specific quality framework facilitated a comprehensive evaluation of the MOOC’s strengths, weaknesses, and areas for future improvements. The participants’ satisfaction and pre- and post-test results showed that the current MOOC holds great potential benefit for continuing education for medical interns joining the frontliners during the pandemic. Future implementation should consider increasing the quality of learning resources, scaling up the platform and its technical supports, and enhancing organizational supports.

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A Systematic Literature Review on Massive Open Online Course for Language Learning

Cited by 5 publications

References 16 publications

Challenges to Teaching and Learning Using MOOC

Challenges to Teaching and Learning Using MOOC

Software as a Service-based Integrated Interactive Online Course System

Supporting newly graduated medical doctors in managing COVID-19: An evaluation of a Massive Open Online Course in a limited-resource setting

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