MOOC‟s Barriers and Enables

Gulatee, Yuwanuch; Nilsook, Prachyanun

doi:10.7763/ijiet.2016.v6.800

Cited by 15 publications

(7 citation statements)

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“…Fourthly, there are a number of researchers who have mentioned language as a barrier since most MOOCs are in English [16,17,18,19]. Gulatee and Nilsook [16] state that although MOOCs are very popular for users from various parts of the world, there still exists a barrier which does not allow everyone to enjoy this technology in their education.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Challenges Encountered by Students of Higher Education in Saudi Arabia Employing Hybrid MOOCs

Al¹,

Walker‐Gleaves²

2019

JITLL

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Challenges confronting students' learning via Massive Open Online Courses (MOOCs) as intrinsic parts of Flipped Classrooms within Saudi Arabian higher education is an untouched area of enquiry within education research. The literature has shown that certain scholars have begun to explore this area, but so far for other countries only, scrutinising difficulties and obstacles when this new teaching method has been implemented. This paper aims to identify the challenges that exist for 1 st year undergraduate students studying at the Education Faculty of Majmaah University in Saudi Arabia in the 1 st academic semester of 2017/2018, during a 14-week period, to teach the students of the 'Educational Technology and Communications Skills' module by using Hybrid MOOCs with Flipped Classrooms pedagogy. It employs a mixed methods approach, including questionnaires (quantitative approach) together with semi-structured interviews (qualitative approach). The results of this research reveal that students encountered challenges regarding the platform (Rwaq), but mostly not directly related to MOOCs or their affordances, and instead, more related to internet quality. Regarding the Flipped Classrooms, at the beginning students faced some challenges which were more socially orientated rather than directly linked with the use of MOOCs with Flipped Classrooms. Furthermore, most students appeared to overcome their challenges with the aid of the platform support team and their teachers which highlights the importance of human assistance, even in a technology enhanced teaching and learning methods. This paper highlights a possible new avenue for the future of Saudi Arabian education and contributes original research to fill a conspicuous gap in the education literature of the country. Finally, the paper's implications can be seen relevant, not only for Saudi Arabia, but for the rest of the Arabian Gulf countries as they have similar cultural, educational, and economic frameworks.

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Section: Discussionmentioning

confidence: 99%

Exploring the Challenges Encountered by Students of Higher Education in Saudi Arabia Employing Hybrid MOOCs

Al¹,

Walker‐Gleaves²

2019

JITLL

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“…self-control) and environmental (e.g. economic situation) factors were also identified as barriers Mixed studies Kop et al (2011) Time zone differences, challenges to meeting others and establishing social connections, and technology skills had hindered learners from MOOC from studying, while facilitator instruction and peer support would contribute to the engagement and retention, especially for novice learners in MOOCs Hew and Cheung (2014) Motivations of using MOOCs included desire of learning knowledge, curiosity about MOOCs, and certificate collections, whereas reasons for dropping out included lack of incentive, failure to understand content, lack of support, and time Gulatee and Nilsook (2016) Motivators were cost saving, quality educational resources, and flexibility, while the barriers included information overload, language, and instructor support Shapiro et al (2017) Motivations for participating in MOOCs included the intention to gain knowledge, convenience, work, and personal interest, and the barriers were lack of time, undesirable experiences, inadequate background, and lack of resources In the questionnaire, the respondents were asked if they had used MOOCs before and if they planned to use in the future. The respondents who reported that they had used MOOCs before and would continue to use were labeled as adopters, and the rest as non-adopters.…”

Section: Categorymentioning

confidence: 99%

Drivers and barriers to MOOC adoption: perspectives from adopters and non-adopters

Lee

2020

OIR

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PurposeDespite the advantages of MOOCs (Massive Online Open Courses), the adoption rate is still low, especially in less developed countries. The present study aims to investigate the drivers and barriers faced by adopters and non-adopters of MOOCs, and examine how these factors influence the intention of MOOC adoption.Design/methodology/approachA survey questionnaire was developed to measure how the identified factors may impact adopters and non-adopters' intention of using MOOCs. Through both offline and online channels, 1018 valid questionnaires were collected in China. Multiple regression analysis was applied to test the influential factors for adopters and non-adopters of MOOCs.FindingsThis study found that the drivers (i.e. perceived usefulness, performance-to-cost value, and self-regulation) have similar effects on both adopters and non-adopters on intention to adopt MOOCs. What differs between the two groups are the barriers to MOOC adoption. While adopters considered educational tradition and peers' impact as major barriers, non-adopters regarded lack of publicity and relevant information to be an obstacle. In addition, both adopters and non-adopters were hindered by the lack of accessibility and instructions.Research limitations/implicationsAs all the participants of this study were from one country in Asia, the findings may not be applicable to explain the situation of MOOC adoption in other countries with different social and cultural context.Originality/valueIn addition to the perceptions of adopters, this study also reveals the perceptions of non-adopters of MOOCs, which has seldom been investigated. In addition, this study focuses on the context of economically disadvantaged regions which have been neglected in previous studies of MOOC adoption.

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“…access to broadband internet), language barrier (e.g. English language), prior knowledge of a subject taken, and lack of self-study discipline (Barak, et al, 2016;Fini, 2009;Gulatee & Nilsook, 2016;Rybushkina & Chuchalin, 2015;Yáñez, et al, 2014). (Nti, 2015).…”

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confidence: 99%

“…These may affect the way that Thai learners usually behave which are as passive learners in order to show their politeness to others. English language as a cultural component is also considered as one of the important challenges for both Thai learners and instructors (Fini, 2009;Gulatee & Nilsook, 2016;Pagram & Pagram, 2006;Rybushkina & Chuchalin, 2015).…”

mentioning

confidence: 99%

“…The ways of providing feedback from peers and course facilitators made the participants misunderstand or misinterpret the tasks they have submitted. One reason behind this barrier might come from the support from a limited number of course facilitators who had to deal with many learners and could not provide detailed feedback in an appropriate manner (Gulatee & Nilsook, 2016). This could make them feel being less capable.…”

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Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Yamo¹

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Learner intrinsic motivation is a critical factor that directly influences meaningful engagement, facilitates academic achievement, promotes individual learning experience, and decreases dropout rates in both online learning contexts and in various higher education settings. Intrinsic motivation is a key psychological aspect that individual learners need to have when participating in online learning activities in order to achieve their learning.Most of the research on massive open online courses (MOOCs) has been largely conducted using developed country MOOCs to examine the experiences of MOOC learners including their motivation to register for MOOCs and to participate in learning activities. However, very little empirical research using developing country MOOCs has been conducted to investigate the same phenomenon. Specifically, qualitative case study research examining learner intrinsic motivation during the MOOC learning activity in the developing country context such as Thailand has been urgently needed.This qualitative case study research is aimed at investigating learner intrinsic motivation in a massive open online course (MOOC) within the context of Thailand as a developing country through the eyes of the learners. Semi-structured interviews were used to collect data and a thematic analysis was used to analyse the data. The findings found that there were three factors of social conditions, environment conditions, and cultural conditions that influenced a perception of competence and autonomy. Social conditions include peers, course facilitators, self-motivation, colleagues, and family members. Environmental conditions include accessibility, learning activities and resources, collaboration tools, learning systems, discussion forum, and feedback. Cultural conditions include Thai learners' traits and seniority.The empirical findings of this research would be of potential contributions to theory and practice by informing MOOC stakeholders in the planning, developing and delivering of high quality of MOOC courses.Cognitive evaluation theory as a sub-theory of self-determination theory was used to examine the social, environmental and cultural conditions. These conditions played a significant role in facilitating or diminishing learner intrinsic motivation in this qualitative case study research.

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MOOC‟s Barriers and Enables

Cited by 15 publications

References 15 publications

Exploring the Challenges Encountered by Students of Higher Education in Saudi Arabia Employing Hybrid MOOCs

Exploring the Challenges Encountered by Students of Higher Education in Saudi Arabia Employing Hybrid MOOCs

Drivers and barriers to MOOC adoption: perspectives from adopters and non-adopters

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

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