Digital Change: How MOOCs Transform the Educational Landscape

Kruse, Anna; Pongratz, Hans J.

doi:10.1057/978-1-137-60228-2_16

Cited by 1 publication

(1 citation statement)

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“…With MOOCs, affordability deals with its fee component, which is typically free or very low-cost for certificates or specific course materials; flexibility is concerned with the self-paced, allowing learners to progress at their speed within enrolment windows or deadlines and accessibility looks at accessing MOOCs materials from any location with a stable internet connection, using a wide range of devices-phones, tablets, computers. This blended learning can bring about a transformative impact on the educational landscape of developing nations, especially at the tertiary level (Kruse & Pongratz, 2017), though also applicable at the secondary level (Koutsakas et al, 2020). Thus, MOOCs' scalability and adaptability across different educational levels are emphasised.…”

Section: Introductionmentioning

confidence: 99%

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

Edumadze,

Govender

2024

Smart Learn. Environ.

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While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

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Section: Introductionmentioning

confidence: 99%