The Disruptive Power of Massive Open Online Course (MOOC)

Ansah, Richard Hannis; Ezeh, Ogechukwu Vincentia; Teck, Tan Seng; Sorooshian, Shahryar

doi:10.18178/ijiet.2020.10.1.1337

Cited by 9 publications

(7 citation statements)

References 10 publications

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“…As shown in Figure 1, the methodology of this research is divided into 4 stages. At the first stage, the researcher studied the theories, articles, and literatures related to instructional system [10][11][12], massive open online courses [4, [13][14][15], self-directed learning [6,16], digital literacy skills [9,[17][18][19], achievement, and satisfaction. After that, the relevant theories were analyzed and synthesized in order to find out the correlation of the theories above to identify the conceptual framework of research.…”

Section: Design and Methodologymentioning

confidence: 99%

“…At the second stage, the researcher designed the structure and elements of the open online courses model based on the concepts of instructional system design that consists of systematic elements, processes and steps (system approach) [10][11][12], combined with instructional elements of massive open online courses [4, [13][14][15].…”

Section: Design and Methodologymentioning

confidence: 99%

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Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

Chatwattana

2021

Int. J. Eng. Ped.

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The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.

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Section: Design and Methodologymentioning

confidence: 99%

Section: Design and Methodologymentioning

confidence: 99%

Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

Chatwattana

2021

Int. J. Eng. Ped.

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“…The introduction of the proposed structured grid helps the participants of the educational program to clearly distinguish the persons who should be asked questions and also contributes to the improvement of the content and organization of training. If messengers and online conferencing platforms are a space for online communication, the use of email has been shown low interest; teachers and students did not use pedagogical platforms for organizing content such as MOOC solutions [60][61][62], the massive open online courses, because the materials are presented in an accessible and comfortable social network space. The idea of creating a MOOC based on the experience of two generations of trainings came from the administrative staff of an educational institution but was not supported by teachers, nor by students.…”

mentioning

confidence: 99%

Digital Communication Tools and Knowledge Creation Processes for Enriched Intellectual Outcome—Experience of Short-Term E-Learning Courses during Pandemic

et al. 2021

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Social isolation during the pandemic contributed to the transition of educational processes to e-learning. A short-term e-marketing education program for a variety of students was introduced in May 2020 and is taught entirely online. A survey was conducted regularly in the last week of training using Google Forms, and three cohorts were surveyed in July, September, and December 2020. A high level of satisfaction indicates an interest in the content and a positive assessment of the level of comfort of an organization adapted to the needs of students; this positive result contrasted with the negative opinion of the remote learning in Russia since March 2020, and this surprising satisfaction of students has motivated the study to try to explain its reasons. This result was compared with the short-term course taught through the educational pedagogical platform of a university. The students of traditional short- and long-term university programs were asked to assess their satisfaction with different digital communication tools used for e-learning. They showed low satisfaction with the pedagogical platform and a positive reaction to the e-communication tools (messengers, social media, short surveys, video conferences, etc.). The qualitative responses helped to better understand the real problems of the cognitive process and the triple structure of intellectual production during e-learning, including interest in the intellectual outcome, the need for emotional and motivational elements of cooperation and competition between students, and smooth behavioral enrichment, which requires special efforts from students and their leading from teachers. The main conclusion concerns a practical decision to continue the implementation of the educational program in the form of an online course with the use of the mixed digital communication tools of social media, messengers, and video conferences, which most likely meets the expectations and capabilities of students.

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“…MOOCs are still a novel phenomenon in healthcare education, and there is a need for more scientific knowledge on the best practices for creating, implementing, and accrediting them (15). One of the necessary updates will be the production of different language versions.…”

Section: Discussionmentioning

confidence: 99%

“…MOOCs have the potential to reach a large and internationally diverse group of students (14). MOOCs offer a flexible way for healthcare students to gain access to higher education without enrolment to a university, paying tuition, or commitment to a degree program (15). The concept of MOOC was first introduced in 2008 ( 16), but it has only recently been utilized in healthcare education.…”

mentioning

confidence: 99%

Using a Massive Open Online Course (MOOC) to promote infection prevention and control learning in healthcare education

Silén-Lipponen

Koponen

Korhonen

et al. 2022

IJIC

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Background: The prevention of healthcare-associated infections (HAIs) is one of the most important subjects in healthcare education. Aim: The aim of this study was to describe Finnish, Spanish, Portuguese, and Polish healthcare students’ perspectives on learning about HAIs using a Massive Open Online Course (MOOC). This study is part of the Erasmus+ project ‘Educating students for innovative infection prevention and control (IPC) practices in healthcare settings’ (InovSafeCare). Methods: The descriptive cross-sectional research design was used to describe healthcare students’ perspectives on learning about HAIs using the InovSafeCare MOOC (ISC-MOOC). The participants (N = 135) were students recruited from partner institutions. The project group developed a semi-structured questionnaire that was used for data collection, containing questions of technical and pedagogical usability. The data were analyzed by statistical methods and content analysis. Results: The ISC-MOOC facilitated healthcare students’ independent learning and promoted their knowledge of HAI prevention and control. Study materials were easy to use (84%), and the media of the study materials were of high standard (83%). Some technical problems (14%) were also identified with the use of the materials. The study materials were relevant (70%) for IPC learning but should also be provided in different languages. Conclusion: The MOOC will strengthen the role of the students as future healthcare professionals and will also be usable for those healthcare professionals who need to update their skills with today’s HAI requirements. MOOC should also be translated into other languages other than English.

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The Disruptive Power of Massive Open Online Course (MOOC)

Abstract: and Technology. He has published many research articles in different fields. One of his research interests is MOOC.

Cited by 9 publications

References 10 publications

Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

Digital Communication Tools and Knowledge Creation Processes for Enriched Intellectual Outcome—Experience of Short-Term E-Learning Courses during Pandemic

Using a Massive Open Online Course (MOOC) to promote infection prevention and control learning in healthcare education

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