Massive Open Online Courses (MOOC) within the Framework of International Developmental Cooperation as a Strategy to Achieve Sustainable Development Goals

Díaz, María José Sosa; Sánchez, María Rosa Fernández

doi:10.3390/su122310187

Cited by 11 publications

(7 citation statements)

References 37 publications

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“…It helps teachers understand the degree of proficiency in students' knowledge and facilitates students' cognition of self-learning ( 65 ). In the design and implementation of the entire online learning platform, scientific and effective learning evaluation can play a role in the supervision and guidance of students' online learning behavior ( 66 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

Zhu

Zhao

Wang

et al. 2022

Front. Public Health

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With the spread of COVID-19 worldwide, online education is rapidly catching on, even in some underdeveloped countries and regions. Based on Bandura's ternary learning theory and literature review, this paper takes online learning of college students as the research object and conducts an empirical survey on 6,000 college students in East China. Based on literature review and factor analysis and structural equation model, this paper discusses the relationship among learning cognition, learning behavior, and learning environment in online learning of college students. The learning behavior includes interactive communication, self-discipline mechanism, classroom learning, and study after class. The learning environment includes teaching ability, knowledge system, platform support, process control, and result evaluation; learning cognition includes learning motivation, information perception, and adaptability. It is found that the learning environment has a significant positive impact on learning behavior, and learning cognition has a significant positive impact on learning behavior. It is uncertain whether the learning environment significantly impacts learning cognition. At the learning environment level, the teaching ability (0.59) has the most significant impact on the learning environment, followed by result evaluation (0.42), platform support (0.40), process control (0.33), and knowledge system (0.13). In terms of the influence on learning behavior, classroom learning has the most significant impact (0.79), followed by self-discipline mechanism (0.65), study after class (0.54), and interactive communication (0.44). In terms of learning cognition, information perception (0.62) has the most significant influence, followed by learning motivation (0.50) and adaptability (0.41). This paper suggests strengthening the construction of platforms and digital resources to create a more competitive learning environment. Improve process management and personalized online services, constantly stimulate students' enthusiasm for independent online learning, and cultivate students' online independent learning ability to promote the sustainable and healthy development of online education.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

Zhu

Zhao

Wang

et al. 2022

Front. Public Health

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“…It is necessary to study MOOCs during this special pandemic time when we are confronted with educational sustainability (Sosa-Diaz & Fernandez-Sanchez, 2020). However, inadequate studies have explored factors influencing learner retention in MOOCs.…”

Section: Introductionmentioning

confidence: 99%

Examining Factors That Influence Learner Retention in MOOCs During the COVID-19 Pandemic Time

2023

SAGE Open

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Massive Open Online Courses have become a frequent platform for learners to acquire knowledge. This study aims to explore multiple factors influencing learner retention in MOOCs during the COVID-19 pandemic. To address this, we collected quantitative and qualitative data from questionnaires and qualitative data from interviews and then analyzed them through the Partial Least Square–Structural Equation Modeling to test 14 research hypotheses. The proposed research model and research hypotheses are empirically tested with 243 participants across the world. According to the results, support is found for all of the 14 research hypotheses. We confirmed 14 factors influencing learner retention in MOOCs. The result is beneficial for designers and manufacturers of MOOCs to improve the quality of the products and facilitate online or blended learning during this special time. It could also help students improve their learning experiences. Future research could examine influencing factors of learner retention in MOOCs with interdisciplinary cooperation.

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“…MOOCs dealing with ESD issues have been increasing in number (Zhan et al , 2015), forming a sound basis for ESD theory and practice. Innovative approaches such as university, NGO and MOOC partnerships have been developed to support the effectiveness of MOOCs as perceived by students and teachers (Sosa-Díaz and Fernández-Sánchez, 2020).…”

Section: Introductionmentioning

confidence: 99%

English language teacher trainers’ capacity building in sustainable development goals through MOOCs

Canaran,

Bayram

2023

IJSHE

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Purpose This study makes an enquiry of the existing sustainable development goals (SDGs) knowledge of English language teacher trainers (ELTTs), who remain an overlooked stakeholder in education for sustainable development. Despite the literature on SDG integration into traditional teacher education curriculum, how massive open online courses (MOOCs) can help with capacity building of ELTTs is unclear. This study aims to further explore how the knowledge and capacities of ELTTs on SDGs could be promoted through MOOCs. Design/methodology/approach For the study’s action research approach, data of 28 ELTTs from higher education institutions in Ankara, Türkiye, were collected for six weeks using a survey, reflective reports and focus group interviews. Findings ELTTs with no previous training experience have a partially fragmented understanding of SDGs. MOOCs proved to be highly practical and cost-effective in building ELTTs’ capacity for building knowledge of and improving motivation to address SDGs in training programs. Further findings are drawn from ELTTs’ reflections on the lack of pedagogical content knowledge and collegial interactions in MOOCs. Originality/value There is little to no literature on ELTTs’ existing knowledge of SDGs and whether MOOCs can be used for their capacity building to achieve SDGs. The present findings may encourage higher education institutions to launch professional development programs that will equip ELTTs with the competencies to apply education for sustainable development in in-service English language teaching and teacher training programs.

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Massive Open Online Courses (MOOC) within the Framework of International Developmental Cooperation as a Strategy to Achieve Sustainable Development Goals

Cited by 11 publications

References 37 publications

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

Examining Factors That Influence Learner Retention in MOOCs During the COVID-19 Pandemic Time

English language teacher trainers’ capacity building in sustainable development goals through MOOCs

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