Academic library MOOC services and success scale

Lazarus, Flora Charles; Suryasen, Rajneesh

doi:10.1007/s10639-021-10864-x

Cited by 4 publications

(4 citation statements)

References 60 publications

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“…Various resources, such as blog posts or collective bookmarks, can be used to create and document the connection between learners and content. Learners can share their new connections with others (Lazarus & Suryasen, 2022) while making internal connections to the learning content. In cMOOCs, learners are co-authors of the course content.…”

Section: Typology Of Moocs and Their Pedagogical Approachmentioning

confidence: 99%

“…However, this characteristic requires learners to make use of multi-layered digital media and to focus on the production of learning outcomes. Due to the characteristics mentioned above, cMOOCs, despite their apparent advantages, are often unable to achieve practical and theoretical assessment and do not obtain any financial benefits (Lazarus & Suryasen, 2022).…”

Section: Typology Of Moocs and Their Pedagogical Approachmentioning

confidence: 99%

“…In xMOOCs, there is an educational offer. An instructor still plays a central role in disseminating knowledge (Lazarus & Suryasen, 2022). The instructor also creates and records the class content, assigns exercises, and guides the learners in determining the learning path to be followed (Xie & Wang, 2022).…”

Section: Typology Of Moocs and Their Pedagogical Approachmentioning

confidence: 99%

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MOOCs 2012-2022: An overview

Papadakis¹

2023

Adv. Mobile Learn. Educ. Res.

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Online learning has proven its effectiveness recently, especially during the coronavirus outbreak [COVID-19] that forced the closure of educational institutions in most countries. Many see MOOCs as an alternative to the traditional education system due to the flexibility of learning time and the absence of economic and geographical constraints. People can access educational content for free through platforms that deliver online learning content. However, MOOCs have long-standing challenges that need to be addressed. These include high dropout rates and reduced user participation in learning activities such as forums and comments. Furthermore, international research has identified a need for more relevant knowledge, despite the importance experts ascribe to MOOCs for delivering educational content. To this end, this chapter examines the establishment of MOOCs in terms of their pedagogical and technological dimensions, starting with a definition and a brief history of MOOCs. To this end, the characteristics of MOOCs will be reviewed. The practical issues that have emerged from more than ten years of experience in implementing MOOCs at the international level will also be considered.

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Section: Typology Of Moocs and Their Pedagogical Approachmentioning

confidence: 99%

Section: Typology Of Moocs and Their Pedagogical Approachmentioning

confidence: 99%

Section: Typology Of Moocs and Their Pedagogical Approachmentioning

confidence: 99%

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MOOCs 2012-2022: An overview

Papadakis¹

2023

Adv. Mobile Learn. Educ. Res.

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“…However, the sudden switch from face-to-face learning to full-time online learning caused several inadequacies in the learning process, not only for teachers but also for students to adapt to the new method (Baber, 2021 ; Bao, 2020 ). Research evidence suggests that considerable attention to information system quality when adopting online learning systems is crucial (Lazarus & Suryasen, 2022 ; Alsabawy et al, 2013 ) study investigating the role of information system infrastructure services in e-learning success in terms of perceived usefulness, user satisfaction, and user value suggested that future research should expand the knowledge of the role of online information systems in supporting online learning in different directions. Hence, the current study aimed to examine the relationship between information system success and the two psychological constructs: intrinsic motivation and online self-regulated learning.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Examining impacts of information system success and perceived stress on students’ self-regulated learning mediated by intrinsic motivation in online learning environments: second-order structural equation modelling analyses

Nguyen

Chen

2023

Educ Inf Technol

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The unanticipated switch from face-to-face learning to online education caused by the Covid-19 pandemic has led to a lack of familiarization preparation for students, potentially hampering their learning processes in several ways. The success of online learning is primarily based on the quality of the information systems, self-regulated learning, and intrinsic learning motivation. The severe stress amid epidemic lockdowns might trigger negative impacts on students’ learning motivation and self-regulated learning. Nevertheless, studies examining the relationship between information system success, self-regulated learning, perceived stress, and intrinsic learning motivation in the context of developing countries are still scarce. The current research aims to address this gap in the literature. Participants were 303 university students. The results of second-order structural equation modelling revealed the positive direct and indirect relationships between information system success, intrinsic learning motivation, and online self-regulated learning. Besides, despite the insignificant relationships between perceived stress, intrinsic learning motivation, and online self-regulated learning, most participants in this study were found to have moderate to high stress levels. Hence, the potential adverse effect of stress on students’ learning process should not be ignored. The results provide implications for educators and researchers studying online learning environments and educational psychology.

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