E-learning in Accounting Programmes in Hong Kong: Evolution and Effectiveness

Wong, Billy; Wong, Beryl Yuen-Yee; Yau, Joseph Shiu-Wing

doi:10.1007/978-3-319-59360-9_9

Cited by 1 publication

(3 citation statements)

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“…This copes with the institutional motivations for MOOC provision as MOOCs have been viewed as a laboratory for educational innovations (e.g. Urrutia et al , 2015; Wong et al , 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Especially those requiring more human resources, such as the provision of live video broadcast and feedback to students on social networking sites, were only found in half, or even fewer, of the courses. This may reflect concerns about providing and maintaining a MOOC that involves substantial investment, including the time of teaching and supporting staff (Karnad, 2014; Wong et al , 2015). The current business model that most MOOCs are offered free of charge is facing the challenge of sustainability if the factors of effective MOOC teaching are implemented.…”

Section: Discussionmentioning

confidence: 99%

“…Wong et al (2015) surveyed the motivations and deterrents for institutions in offering MOOCs. Their findings showed that educational advancement is one major motivation for institutions; and that the implementation of MOOCs in traditional education improved students’ learning performance, and helped new students to catch up with their university courses.…”

Section: Related Studiesmentioning

confidence: 99%

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Factors leading to effective teaching of MOOCs

Wong

2016

AAOUJ

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Purpose -The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs). Design/methodology/approach -A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methodsand then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses.Findings -The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors. Research limitations/implications -As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness. Originality/value -The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

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“…This copes with the institutional motivations for MOOC provision as MOOCs have been viewed as a laboratory for educational innovations (e.g. Urrutia et al , 2015; Wong et al , 2015).…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Related Studiesmentioning

confidence: 99%

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