Open to MOOCs? Evidence of their impact on labour market outcomes

Castaño-Muñoz, Jonatan; Rodrigues, Margarida

doi:10.1016/j.compedu.2021.104289

Cited by 28 publications

(18 citation statements)

References 39 publications

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“…private or free wifi hotspot. This of course proves that digital era learning, in this case online learning, has no problems in its application [10], [5]. In 2020 the Indonesian government also launched a Free Internet Quota for students and teachers, of course this is a breath of fresh air and assistance that can distribute learning evenly through the MOOC's integrated Augmented Reality scheme, besides that youth and accessibility of learning materials are embedded with object 3 Dimensions makes learning easier and interactive for the learning process (Figure 1).…”

Section: Introductionmentioning

confidence: 72%

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Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Nidhom

Putra

Smaragdina

et al. 2022

Int. J. Interact. Mob. Technol.

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This research discoverable (1) the development of a MOOC (Massive Open Course Online) learning innovation that incorporates Augmented Reality; (2). The use of the concept of AI Injected e-Learning (The Future of Online Education) in Vocational High Schools, which supports the idea of Education 3.0. This study employs a quantitative method to educational research and development, with research sample vocational students. The findings of this research lead to the following conclusions: (1) The efficacy and efficiency of MOOC's learning innovation integrated Augmented Reality was evaluated to be 87.3 percent in a usability test; (2). The application of the concept of Education 3.0 proved to have a significant impact on learning comfort, as evidenced by a questionnaire instrument that revealed that around 85.4% of users believed that online and face-to-face learning provided flexibility in learning, 12.2% felt that learning was normal, and 10% felt that learning was not required; (3). The results of the correct hypothesis are acquired from the quantitative data with a significance value of greater than 0.5, indicating that MOCC's integrated learning utilizing Augmented Reality has resulted in a significant increase in the learning outcomes of vocational high school students by 38 percent

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Section: Introductionmentioning

confidence: 72%

“…and monitored directly by the teacher. MOOC is a concept that is predicted to be a good concept in learning, this is because MOOC can be accessed from all over the world and can be directly (free) used by students around the world so that access to information and learning can be spread easily [5].…”

Section: Introductionmentioning

confidence: 99%

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Nidhom

Putra

Smaragdina

et al. 2022

Int. J. Interact. Mob. Technol.

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show abstract

“…In addition to personal developmental goals or knowledge gains [19], the reasons for enrolling in and completing a MOOC can also be related to an intention of changing one's job [20] or pursuing career advancement [21][22][23]. Participating in MOOCs could also retain employment [24].…”

Section: Previous Studies On Measuring the Impact Of Moocsmentioning

confidence: 99%

Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument

2021

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Massive open online courses (MOOCs) can potentially affect the lives of millions of people, but there is little research on how a programming MOOC could affect participants’ lives after participation. In Estonia, we have organised several programming MOOCs over the years, attended by over 14,000 people. This inspired us to develop and validate a scale for measuring the impact of programming MOOC on participants’ lives. We analysed data from 1261 MOOC participants who had completed at least one of our programming MOOCs. Confirmatory factor analysis (CFA) was used to validate the developed scale. The final model fitted quite well to the data. We found that the factors that influence learners’ lives after a MOOC include acquired learning skills, interest in continuing computer science related studies, learning experience gained from the MOOC, the MOOC’s impact on work and personal life, and new contacts that are established with other participants and organisers. We also compared the means of the factors. The highest-rated factor was related to the learning experience from the MOOC and the lowest-rated was related to finding new contacts through the MOOC.

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“…Targeted training outside traditional degree programs facilitates higher efficiency for higher education systems, including continuing professional development programs ( 19 ). This often fulfills labor markets' needs and improves economic diversification and competitiveness by retaining workforce ( 9 , 55 ). For example, during the COVID-19 crisis, universities offered new micro-credentialing in public health for school-based professionals ( 56 ), and the Imperial College of London School of Public Health delivered MOOCs that were freely available to all NHS staff ( 57 ).…”

Section: Introductionmentioning

confidence: 99%

A perspective of massive open online courses (MOOCs) and public health

Bettiol

Psereckis²,

MacIntyre

2022

Front. Public Health

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Massive open online courses (MOOCs) have emerged as an innovative educational technology relevant to and affecting higher education, professional development, and lifelong learning. This paper introduces the principles of MOOCs and reviews the development of these platforms over time. We reflect upon the considerable investment by institutions to develop, deliver and promote such courses, particularly in public health. While open to interpretation, the inherent power, influence, and effectiveness of MOOCs is unquestionable. The potential contribution of MOOCs to public health education is immense, with almost universal reach and access. However, apart from research into participant engagement and knowledge, MOOC-related research and evaluation continue to lag with the rapid proliferation of these courses in response to emerging challenges, as seen with the Coronavirus Disease 19 (COVID-19) pandemic. This makes analyzing the contribution of MOOCs to public health education, health promotion and community programs challenging. This perspective article provides a robust rationale for the necessity of MOOCs and their utility in upskilling health professionals and the general public. It builds on current knowledge to comprehensively explore the factors influencing the development, and application of MOOCs.

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Open to MOOCs? Evidence of their impact on labour market outcomes

Cited by 28 publications

References 39 publications

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument

A perspective of massive open online courses (MOOCs) and public health

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