Towards MOOC for technical courses: A blended learning empirical analysis

Fesol, Siti Feirusz Ahmad; Salam, Sazilah

doi:10.1109/iuser.2016.7857945

Cited by 9 publications

(9 citation statements)

References 11 publications

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“…Moreover, contrary to the study done by Roshchina, Roshchin and Rudakov [8], students with different academic performance all liked MOOCs and it was not similar to their study where only high performing students liked it. Unlike the study done by Fesol and Salam [4] where preconceptions towards MOOCs remained the same after being exposed to it, as students who were predisposed towards traditional learning were more against MOOCs and students who were more predisposed towards flexible online learning were positive towards MOOCs, in this study, majority of students regardless of their predispositions towards online learning or traditional learning, became positive after a trying with it. The findings of this paper imply that pleasure see [24] in learning was a factor turning students' views towards MOOCs in a positive direction as the traditional learning in the country of Saudi Arabia is quite rigid see [20].…”

Section: Discussioncontrasting

confidence: 83%

“…When it comes to Hybrid MOOCs, there is a general consensus that students approve of this method of teaching. Fesol and Salam [4] discovered six categories regarding student perceptions towards Hybrid MOOCs within higher education. These six aspects are student beliefs towards web learning, study management, learning flexibility, technology usage, interaction on the internet, and learning within classrooms.…”

Section: Student Attitudes Towards Hybrid Moocsmentioning

confidence: 99%

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Investigating Student Attitudes Towards Using Hybrid MOOCs in the Higher Education of Saudi Arabia

Alanazi¹,

Walker‐Gleaves²

2019

LICEJ

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The phenomenon of Massive Open Online Courses (MOOCs) in higher education has not been examined thoroughly for Saudi Arabia. A significant question mark remains as to its success and response to it. The main purpose of this paper is to identify students' attitudes towards using Hybrid MOOCs with Flipped classrooms, as compared to traditional methods (face-to-face) during teaching the 'Educational Technology and Communication Skills' module. The research took place at Majmaah University for undergraduate students in the Faculty of Education in the first semester of the academic year 2017/2018. This research adopted a mixed-method approach comprising survey (quantitative approach) and semistructured interview (qualitative approach) tools. The results of the study indicate that students have positive attitudes toward using Hybrid MOOCs with Flipped Classrooms. In addition, student participants mention that Hybrid MOOCs with Flipped Classrooms have a strong potential in helping them learn according to their individual abilities, inside as well as outside the classroom. This research is one if the few of its kind ever done in Saudi Arabia, and contributes to filling a noticeable gap in the literature. In addition, the study's implications can be used for future policy making within the country's Ministry of Education.

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Section: Discussioncontrasting

confidence: 83%

Section: Student Attitudes Towards Hybrid Moocsmentioning

confidence: 99%

Investigating Student Attitudes Towards Using Hybrid MOOCs in the Higher Education of Saudi Arabia

Alanazi¹,

Walker‐Gleaves²

2019

LICEJ

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“…Investigating BL in teaching context is a meaningful issue of enquiry (Dakduk et al, 2018;Edward et al, 2018;Makri et al, 2014;Wong et al, 2018). According to Owston et al (2008a); Fesol and Salam (2016) there is need for a model that provides an extensive guideline on the factors required for lecturers to design BL pedagogy course content to improve teaching and learning activities. Despite the significant role of lecturers towards the success of BL adoption in institutions only fewer studies (Owston et al, 2008b;Wong et al, 2014;Alhabeeba and Rowley, 2018;Bervell & Umar, 2018;Ghazal et al, 2018) have investigated factors that influence lecturer's adoption of BL to improve teaching quality.…”

Section: Introductionmentioning

confidence: 99%

Predicting Academic Staffs Behaviour Intention and Actual Use of Blended Learning in Higher Education: Model Development and Validation

2021

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Blended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.

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“…This is due to the limited research of institutional adoption that focuses on advocacy, and other reasons might be proficiency, funding, reputation as the answers of why this kind of topic rarely investigated (Smith & Hill, 2019). Consequently, blended learning policies need to be developed by institutions that provide extensive guidance to initiate and disseminate BL approaches for academic activities (Fesol & Salam, 2017).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Institutional Blended Learning Adoption Framework in Higher Education

Rahmawati

Fauziati

Marmanto

2021

IJEFL

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There are limited studies that concern the institutional policies and issues of blended learning adoption. By using a case study, this study explores blended learning implementation and three main issues of adoption. The issues are “institutional strategy, structure, and support that portrayed the stages of the blended learning adoption. The data indicated that the blended learning implementation of learning increases the involvement use of technology by the learner. But there is still no proportionality in the enforcement between F2F and online learning goals and activities. The data were obtained by observation, semi-structured interview, and documentation. Based on the result, the institution under investigation still in stage 1 (awareness/exploration stage) of the blended learning adoption stage. By doing the research on the three participants who adopt blended learning, it can be concluded that the institution has not met the requirements for implementing blended learning at higher stages because many aspects have not been fulfilled and need to be improved for future implementation. Therefore, the researchers expect that this research can be a reference regarding aspects that must be fulfilled for better implementation.

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Towards MOOC for technical courses: A blended learning empirical analysis

Cited by 9 publications

References 11 publications

Investigating Student Attitudes Towards Using Hybrid MOOCs in the Higher Education of Saudi Arabia

Investigating Student Attitudes Towards Using Hybrid MOOCs in the Higher Education of Saudi Arabia

Predicting Academic Staffs Behaviour Intention and Actual Use of Blended Learning in Higher Education: Model Development and Validation

Investigating the Institutional Blended Learning Adoption Framework in Higher Education

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