Awareness and use of massive open online courses among academic librarians in Ogun state, Nigeria

Soyemi, Opeyemi D.; Babalola, Yemisi T.

doi:10.4314/iijikm.v9i1.1

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…A study with librarians in Nigeria revealed that 60% were aware of MOOCs (Soyemi & Babalola, 2018), which could be interpreted as a low number in relative terms given that librarians ought to be familiar with digital resources. In a study with Greek teachers, 32% said they knew nothing about MOOCs, and a further 24% said they had heard of MOOCs but did not know what the term meant (Bakogianni et al, 2020).…”

Section: Awareness Of Moocsmentioning

confidence: 99%

Social Media Use and Digital Competence as Predictors of Students' Familiarity with MOOCs

Stojanov,

Daniel,

Kenig

et al. 2023

IJEDE

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Massive Open Online Courses (MOOCs) have been disruptive advancements in online learning and teaching in the last decade. We argue that discourses on the value and limitations of MOOCs have largely taken for granted that students are aware of the existence of MOOCs. In the current research, we examined students' awareness of MOOCs and explored digital competence as a potential predictor of such awareness, hypothesising that the effect may be exerted via social media application use. We deployed a questionnaire (Study 1: N = 152, Study 2: N = 158) to measure students' levels of digital competence, their use of social media applications, and their awareness of MOOCs. We also examined students' motivations for enrolling or not enrolling in MOOCs. The results supported our hypothesis that low digital competence is a predictor of low MOOC awareness, but the results from the mediation analysis were not conclusive. Keywords: digital competence, higher education, MOOC, MOOC awareness, motivation, self-efficacy, social media, social media use benefits, students Utilisation des médias sociaux et compétence numérique comme facteurs prédictifs de la familiarité des étudiants avec les MOOCs Résumé : Les cours en ligne ouverts et massifs (MOOC) ont constitué une avancée majeure dans l'apprentissage et l'enseignement en ligne au cours de la dernière décennie. Nous avançons l’idée que les discours sur la pertinence et les limites des MOOC ont largement pris pour acquis le fait que les étudiants étaient au courant de l'existence des MOOC. Dans la présente recherche, nous avons examiné la sensibilisation des étudiants aux MOOC et exploré la compétence numérique en tant que prédicteur potentiel de cette sensibilisation, en émettant l'hypothèse que l'effet peut être exercé par l'utilisation d'applications de médias sociaux. Nous avons diffusé un questionnaire (étude 1 N = 152, étude 2 N = 158) pour mesurer les niveaux de compétence numérique des étudiants, leur utilisation des applications de médias sociaux et leur connaissance des MOOC. Nous avons également examiné les motivations des étudiants pour s'inscrire ou non à des MOOC. Les résultats confirment notre hypothèse selon laquelle une faible compétence numérique est un facteur prédictif d'une faible connaissance des MOOC, mais les résultats de l'analyse de médiation ne sont pas concluants. Mots-clés : compétence numérique, enseignement supérieur, MOOC, connaissance des MOOC, motivation, auto-efficacité, médias sociaux, avantages de l'utilisation des médias sociaux, étudiants

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Section: Awareness Of Moocsmentioning

confidence: 99%

Social Media Use and Digital Competence as Predictors of Students' Familiarity with MOOCs

Stojanov,

Daniel,

Kenig

et al. 2023

IJEDE

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“…Technology awareness has positively influenced behavioural intention in utilizing MOOCs. The technology awareness of massive open online courses among academic librarians in Ogun state, Nigeria, influences the behavioural intention to use the technology [62]. Thus, technology awareness is a significant determinant of student's intention to use MOOCs, and technology awareness of the individual determines students' perception.…”

Section: 7mentioning

confidence: 99%

Intention to Participate in MOOCs: Case of University Students in Northwestern Nigeria During COVID-19 Pandemic

Ahmed

Abdullah

Husin

et al. 2023

Int. J. Interact. Mob. Technol.

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The Massive open online courses (MOOCs) have been introduced over the past few decades to account for the twenty-first-era education and recent COVID-19 pandemic trials driven by the spread of internet-based technology on the internet. This research seeks to give an extended model investigating the intention to use MOOCs based on students at public universities in north-western Nigeria. The planned extended model, which extends the TAM, was tested via PLS structural equation modelling using data collected from 451 students at public universities in northwestern Nigeria. The research findings indicated that the proposed extended model delivers around is 72.0% descriptive effect and the creative technology acceptance TAM model. establishes strong signal for the effects of PU, PR, PEOU, SN, and TA on intentions to practice MOOCs technology among students at Nigerian public universities context. The pragmatic outcomes present practical implications and theoretical can be used for MOOCs developers with justifying the reasons as to why the usage of MOOCs is not high within public universities in North-ern-western Nigeria. The findings indicate PU, PEOU, PR SN, and TA, considerably impact students’ intention to use MOOCs. The research has theoretically provided insight into extended TAM in Nigerian learning environments to discover the issues influencing students' intents. The findings could practically enlighten administrators, instructors, developers, and policymakers in making informed decisions.

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Knowledge and use of MOOCs for teaching by library and information science educators in higher educational institutions in Nigeria

Olatokun,

Oladokun,

Adetayo

2024

Journal of Librarianship and Information Science

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This study investigates the knowledge and use of MOOCs for teaching among Library and Information Science educators in Nigerian Higher Educational Institutions. A cross-sectional survey of 85 LIS educators across Nigerian universities was conducted. The findings reveal a moderate level of conceptual familiarity with MOOCs but limited applied knowledge of pedagogical integration. While institutional support and student usage of MOOCs are present, direct incorporation into instructor-led curricula is lacking. The results reveal a mix of perceived barriers, with a lack of awareness about available MOOCs and insufficient institutional support emerging as the closest to moderate concerns. However, factors like content quality issues, increased workload demands, costs, and doubts about student motivation did not appear to be major impediments. The results highlight the need for comprehensive professional development, locally relevant MOOC content development, institutional policies incentivizing MOOC adoption, and further research on student outcomes. This study contributes insights into the current MOOC landscape within Nigerian LIS education and provides recommendations for stakeholders to facilitate more effective integration of these online learning platforms.

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Awareness and use of massive open online courses among academic librarians in Ogun state, Nigeria

Cited by 3 publications

References 6 publications

Social Media Use and Digital Competence as Predictors of Students' Familiarity with MOOCs

Social Media Use and Digital Competence as Predictors of Students' Familiarity with MOOCs

Intention to Participate in MOOCs: Case of University Students in Northwestern Nigeria During COVID-19 Pandemic

Knowledge and use of MOOCs for teaching by library and information science educators in higher educational institutions in Nigeria

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