Abstract:The main objective of this research is to establish the measurement of pre-service teachers on the MOOC phenomenon, one of the most important manifestations within the processes of on-line education that have emerged under the protection of the digital paradigm. The research methodology used was of an exploratory, qualitative, and descriptive nature. It falls within the generic scope of qualitative research methods of an ethnographic nature through the analysis of learning objects and interventions in the netw… Show more
“…In many fields, it is hard to convert analogue knowledge into digital formats. For example, traditional practical anatomy training is nearly impossible to convert into an online-only version [104]. The same problem affects chemistry workshops and biology, and all other fields where students gain individual manual practice.…”
Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.
“…In many fields, it is hard to convert analogue knowledge into digital formats. For example, traditional practical anatomy training is nearly impossible to convert into an online-only version [104]. The same problem affects chemistry workshops and biology, and all other fields where students gain individual manual practice.…”
Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.
“…Thus, the increasing use of e-learning in advanced higher education has led to the establishment of Massive Open Online Courses (MOOCs), a learning platform that is quickly attracting global attention. MOOCs are relatively recent when it comes to online education, which promote internet-based courses and the utilization of online open education resources (Dunn & Kennedy, 2019;Gómez-Galán et al, 2020). MOOCs have been identified as a potential innovation for improving traditional teaching and learning in order to respond to the technologically-driven environment of 21st century education (Almahdi et al, 2017).…”
This research explored two important constructs in 21st century e-education—students’ MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students’ MOOC-efficacy on meaningful learning. The study conceptualized students’ MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students’ MOOC-efficacy was positively associated with meaningful learning. The results show that students’ MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and χ2/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners’ needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students’ meaningful learning in the e-learning platform.
Keywords: Massive Open Online Course (MOOC), meaningful learning, students’ MOOC-efficacy
“…In this order, the challenges posed for higher education institutions depend on the learning scenario, understood as the space-time frame where the student develops learning activities [20,50]. In this way, the orientation received and the technological availability are key elements in the exploitation of ICTs for training activities in these new scenarios [87].…”
Section: Keyword Analysismentioning
confidence: 99%
“…In addition, it provides interactive user meetings, which help build a community for students, teachers, and teaching assistants [87,104,105].…”
Section: Many Open Online Courses (Mooc)mentioning
The use of information and communication technologies (ICTs) for the benefit of the environment favors the development of a sustainable education, which will help to train more responsible and aware students. The management of educational technology in the context of a sustainable higher education must achieve the internalization of ethics and the sustainable development of humanity. The main objective of this study is to, at a global level, examine the research during the period 2000–2019 on the management of ICTs for sustainable education in the context of higher education. Global research trends on this topic during the period 2000–2019 have been analyzed. Consequently, bibliometric techniques have been applied to a sample of 1814 articles selected from the Scopus database. The results provided data on the scientific productivity of the journal, authors, research institutions, and countries that contribute to the development of this topic. The evidence reveals an exponential trend, mainly in the last five years. In addition, current and future lines of research have been identified. Research at an international level presents a growing trend of publication that allows determination of the relevance of research on ICT management to achieve sustainable education in the context of higher education. This study makes it possible to establish the relationship between science, sustainability, and technology in higher education institutions, and to base the decision-making process for the driving agents of this area of knowledge.
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