Wearable Technology in Education to Enhance Technical MOOCs

Abstract

The low completion rate issue in MOOCs has become one of the main highlights by researchers. It is reported that only 10 to 15 percent of the students were able to complete the MOOCs. This low completion rate is due to the students are less engaged with the MOOCs content causing them to become demotivated to complete the whole MOOCs. Engaging students in MOOCs environment, especially for non-technical subjects, suited very well. However, for technical MOOCs, it involves significant challenges because technical MOOCs must be able to offer the students with practice-oriented learning outcome in-order for the MOOCs to be effective and engaging. Due to the above issue, this paper discussed an improvised MOOCs model for teaching technical subjects with the intervention in the use of wearable technology. A discussion on the e-content and e-activity of the technical MOOC learning design was presented. This study implemented the proposed technical MOOC model through the MOOC development. The students' perception of the technical MOOC was then evaluated, and all the results were explained in the discussion part. Results of the correlation test revealed that all of the technical MOOC variables correlated substantially and held a positive relationship with students' perception variable with r=.3 to 1.0, p < .0005. In addition, this result also suggests that the learning materials produced by wearable technology do contribute towards the positive effect of students' perception when learning technical MOOC.

University Students’ Perception of MOOCs based on MOOC Instructional Design Elements

“…Self-monitoring activities like weekly quizzes and assignments help learners to monitor their learning. This finding is consistent with Fesol et al (2018), who found that monitoring learning and active learning are among the elements of MOOC instructional design that contribute to students' positive perceptions. According to Belousova et al (2019), it is argued that an effective distance learning system should include mechanisms for students to self-monitor their educational progress.…”

“…Additionally, the instructional design of MOOCs should be tailored to promote the acquisition of knowledge that can be easily applied in real-world scenarios. Fesol et al (2018) found that meaningful connection in the MOOC leads to a positive perception of the students. Monitoring learning is found to be another element of MOOC instructional design that is significantly related to intended perception.…”

“…This finding is also consistent with De Lange et al ( 2003), who found that online discussion leads students to feel satisfied with the course. Fesol et al (2018) emphasized that incorporating active learning strategies within the MOOC course resulted in a favorable perception among students. Secondly, this research found that meaningful connection has a positive relationship with intended perception.…”

Youth Perception in Using Virtual Reality Technology in Science Learning

“…Model for applying divest integrated technology in education. (Fesol et al, 2018) The success of remote education relies on various factors, and simply introducing online learning platforms is not enough. Current studies like (Nambiar, 2020;Elhaty et al, 2020;Al-Taweel et al, 2020;Stecuła & Wolniak, 2022) also emphasized challenges with regards to teaching and learning practical subjects using online platform.…”

Adaptive MOOCs Based on Intended Learning Outcomes Using Naïve Bayesian Technique

“…Therefore, the solution of one size fits all can be difficult to meet the learners' needs and expectations [5]. Also, it is highlighted in [6] that the low completion rate is considered as an important issue that get researchers' interest. This low rate is because of the students are less engaged with the learning materials of the provided MOOCs.…”