MOOC As an Enabler for Achieving Professional Competence: Problem-Solving Aspect

Berestova, Anna; Кондратенко, Лариса Олександрівна; Lobuteva, Liudmila; Lobuteva, Alisa; Berechikidze, Iza

doi:10.3991/ijet.v16i02.18737

Cited by 6 publications

(9 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This data is reflected in Figure 8, which shows a clear correlation between the scores and the level of studies, where the potential benefit seems to be perceived more highly by participants who have a higher level of education or who are motivated by their workplace. This finding agrees with those of Romero-Rodriguez, Ramírez-Montoya, and Valenzuela (2020), who analysed expectancy value and achievement goals as decisive factors for the higher engagement of MOOC participants; also, in the acquisition of competencies (Berestova et al, 2021). A key aspect of MOOC design in attracting and retaining participants lies in making very clear the learning benefits participants will have through these experiences.…”

Section: Discussionsupporting

confidence: 89%

“…They should be considered as such, provided that they are pre-existing conditions in groups of students who are likely to succeed, as shown by the high values displayed in Figures 7 and 8. In a different approach, previous research treat all individual factors as characteristics that MOOCs help develop (Berestova et al, 2021;Castaño-Muñoz, 2017;Cheng, 2020;Ma et al, 2017). It is therefore apparent that a virtuous cycle may exist between all individual factors and MOOC practice.…”

Section: Discussionmentioning

confidence: 99%

“…These new disruptions and innovations through MOOCs not only accredit the acquisition of knowledge but also verify labor and social competencies, from a more participatory and personalised point of view. In this way, a relationship is established between technologies (MOOCs) and the acquisition of competencies (Berestova et al, 2021). Some of the personal skills that MOOCs enhance are self-knowledge (selfawareness and self-evaluation), self-regulation (self-efficacy, innovation, adaptability, self-control) and self-motivation (commitment, achievements).…”

Section: Moocs In the Framework Of New Models For Lifelong Learningmentioning

confidence: 99%

See 2 more Smart Citations

Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency

Ramírez-Montoya

Martínez-Pérez

Rodríguez-Abitia

et al. 2022

AJET

View full text Add to dashboard Cite

Digital certificates in massive open online course (MOOC) learning experiences provide alternative credentials linked to lifelong learning. The Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training provided the context for this research. This project was undertaken by Mexican and United States universities, businesses and governmental organisations, having granted 17,776 certifications in sustainability and 10,705 labour competence certificates. The research focused on analysing the factors that promote digital credentials, from the point of view of participant and platform characteristics, in the framework of MOOCs in energy sustainability, through the MexicoX and edX platforms. Using the ex post facto method, two validated instruments were applied to analyse motivation and self-regulation processes. A total of 4,002 useful responses were gathered from participants in 35 MOOC courses. The results account for six determinant factors for digital accreditation: perceived usefulness, self-efficacy, knowledge domain and expertise, group work disposition, achievement drive, and performance strategic thinking. We highlight implications for research on educational innovation and for educational practice in MOOCs. These data may be of interest to academics, researchers and decision-makers interested in training through distance environments. Implications for practice or policy: Digital certifications in MOOCs are motivation for participants to successfully finish their courses, and this can be leveraged for education and research. Course leaders need to consider that effective design and implementation of new models for MOOCs may help improve terminal efficiency. The potential perceived benefits from training on professional performance have the greatest influence on the terminal efficiency of MOOC participants.

show abstract

Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Moocs In the Framework Of New Models For Lifelong Learningmentioning

confidence: 99%

See 1 more Smart Citation

Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency

Ramírez-Montoya

Martínez-Pérez

Rodríguez-Abitia

et al. 2022

AJET

View full text Add to dashboard Cite

show abstract

“…For the questionnaire, this study adopted the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS), which was designed by Wu and his colleagues (2013). This questionnaire is mainly based on Byram's ICC model, which also fits the theoretical framework of the current research [18]. Moreover, the operability and effectiveness of the AIC-CCS has been proven by numerous Chinese scholars.…”

Section: Methodsmentioning

confidence: 86%

An Investigation of Learners’ Perception of an Online Intercultural Communicative Competence (ICC) Training Model

Shen

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Developing students’ Intercultural communicative competence (ICC) has been viewed as the English as a foreign language teachers’ responsibility in the globalized world, especially after the birth of COVID-19 pandemic. Amidst the flourishing development of ICC cultivation studies, a noted absence is on the study of how to actualize ICC in the online teaching based English language teaching. This study, by presenting a pedagogical case, explores the application of the online ICC training model, and focuses on how the online teaching can be established at the four teaching stages, namely, attitude development, knowledge construction, skills practice, and reflection. Attitude development is a pre-class activity to motivate students’ learning curiosity. In the stage of knowledge construction, various kinds of Massive Open Online Courses (MOOCs) are selected as teaching resources for students to learn the key concepts and theories for the course. Skills practice requires students to make full use of WeChat or Bulletin Board System (BBS) to have online intercultural encounter, in this process students practice both their linguistic and intercultural communicative competence. The last stage provides chances for both students and teacher to rethink about their learning and teaching and move to the new circle of teaching stages. An eight-weeks’ action research with a class of second-grade English Majors in a Chinese university has been conducted. Questionnaire and interview are the main methods for data collection, combined with teacher and students’ reflective journals. The results of both quantitative and qualitative evaluation show that adopting online-teaching may serve as an effective way to develop students’ ICC during epidemic and in the future.

show abstract

“…Based on the philosophy of human resources education and training at CM College and the professional competency of teachers at CM College, I used the method of deduction, induction, and revision to construct a “dual-teacher” teacher competency model in line with contemporary education, so I changed the dimensions and added the comprehensive practice dimension of practice and teacher-student collaboration [ 31 ]. Currently, newly recruited student counselors generally work as students for several years and then choose to continue their studies to transfer to teachers or administrative positions.…”

Section: Methodsmentioning

confidence: 99%

The Application of Rehabilitation Therapy Occupational Competency Evaluation Model in the Improvement of College Students’ Innovation and Entrepreneurship

Zheng-han

2022

Occupational Therapy International

View full text Add to dashboard Cite

This paper constructs an evaluation model of occupational competency in rehabilitation therapy and applies it to the improvement of college students’ innovative and entrepreneurial competencies. Based on clarifying the connotation of college students’ entrepreneurial competency, this study carries out research on the evaluation system of college students’ entrepreneurial competency. First, the method of qualitative research is used to conduct in-depth interviews with college students and entrepreneurial mentors to understand the views of these groups on college students’ entrepreneurial competency, and the coding of the interview contents is carried out by applying the rooting theory, and finally, a theoretical model of the composition of college students’ entrepreneurial competency is derived. The front-line position of talent cultivation is the construction of faculty, because the faculty with high-quality vocational ability is an indispensable prerequisite for the development of universities, and the teaching level of the faculty is the key factor for the effectiveness of teaching to appear. Based on the perspective of role theory, we analyze the problems and reasons for the lack of competency in the role-playing process; integrate the three stages of understanding the role, playing the role, and adjusting the role with the competency model; and propose strategies to improve the competency of youth social workers in the process of playing the role, to help workers accurately understand the role, correctly play the role, and reasonably adjust the role. The curriculum is designed to cultivate the competency of college student nursing positions, which is conducive to improving the professional quality of college student nursing service providers and regulating college student nursing practice so that they can actively respond to problems. This will strengthen the entire teaching faculty and enhance the professional competence of full-time teachers.

show abstract

MOOC As an Enabler for Achieving Professional Competence: Problem-Solving Aspect

Cited by 6 publications

References 29 publications

Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency

Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency

An Investigation of Learners’ Perception of an Online Intercultural Communicative Competence (ICC) Training Model

The Application of Rehabilitation Therapy Occupational Competency Evaluation Model in the Improvement of College Students’ Innovation and Entrepreneurship

Contact Info

Product

Resources

About