Polytechnic ESL Lecturers’ Acceptance of using Massive Open Online Course (MOOC) for Teaching English As A Second Language (ESL)

Abstract

The implementation of Massive Open Online Courses (MOOC) in the educational field has become the way of learning in many educational institutions worldwide. MOOC is believed could help to promote active learning among language learners. In Malaysian polytechnic settings, MOOC has just recently implemented for the English course. Thus, this study aimed to investigate polytechnics English as a Second Language (ESL) lecturers' acceptance of using Massive Open Online Course for teaching ESL and the challenges they faced in using MOOC. The methodology used was the survey method where a set of questionnaires was developed and adapted from the Technology Acceptance Model. The respondents for this study were 34 ESL lecturers from different polytechnics in Malaysia. The findings revealed that polytechnic ESL lecturers have positive perceptions towards the ease of use and usefulness of MOOC for teaching ESL. The investigation also revealed the challenges faced by the lecturers in using MOOC for teaching ESL. The results would contribute positively to the policy makers, developers, and administrators to gain more insight on the lecturers' perceptions and challenges related to the use of technology for language teaching and learning in any higher learning institutions.

Academics’ Experience of Implementing E-Learning in a South African Higher Education Institution

“…Hence, the principle of the UTAUT's core components of performance expectancy, effort expectancy, social influence and facilitating conditions may be undermined. This current finding corroborates what Sife et al (2007), as well as Rubaai and Hashim (2019) pointed out: that systemic challenges and limited skills required for the integration and implementation of e-learning, occasioned by a lack of technical support, prevents the effective usage of e-learning in various HEIs. Makgato (2014) also remarked that a lack of substantial support and assistance from the technical department is a major hurdle that prevents effective and efficient usage of e-learning facilities in various HEIs.…”

“…In other words, the participants of this study indicated that just a few days of training were not sufficient to build the required skills and confidence they needed to use Moodle and other e-learning apparatus effectively. This finding supports the earlier submissions of Bagarukayo and Kalema (2015); Fresen (2011); Rubaai and Hashim (2019); and Sife et al (2007), who all stated that adequate training and retraining of academics is one of the enormous challenges facing the effective use of e-learning.…”

The Quantitative Analysis of Massive Open Online Courses (MOOC) for Learning English

“…In addition, most of online platforms offer educational content in English, which once again confirms its importance as an international language. MOOC are characterized by the following general advantages: independence from geographical location, economic advantage (free or minimal payment for online learning) [17,19]; self-paced character of taking the online course [5,16]; an opportunity to get higher education; development of additional competences that will be needed in professional activity [15]; an opportunity to receive a certificate after successful completion of the course. According to S. W. Chong, the advantage of MOOC is a wide selection of online courses which are focused on different levels of student training [29].…”

“…The second group of research includes the works by Gilliland and Oyama et al [17], Uchidiuno [18], which analyze the design of online courses and the video content. The next group of research concerns the experience of using LMOOC by teachers, which is demonstrated in the works by Rubaai and Hashim [19], Len-Urritia and Cobos et al [20]. Also, this group includes the research by Meri-Yilan [21], Duru and Sunar et al [22], Dogan and Sunar et al [23], which demonstrates the experience of using LMOOC by students, taking online courses depending on their previous language training.…”

The Reality of Using E-learning Strategies to Improving the Learning of Mathematics for Undergraduate Students

“…Oyedemi (2012), also averred that the unavailability of Internet access. Al-Musa and Al-Mubarak (2005), add continuous updating to keep pace with developments in curricula, lack of incentives for the educational environment, loss of the human factor in education, the possibility of penetrating e-learning sites, lack of recognition of some Countries with certificates obtained by e-learning graduates, as well as Rubaai, and Hashim (2019) pointed that systemic challenges and limited skills occasioned by a lack of technical support, prevents the effective usage of e-learning in various HEIs. 9.1.5 Mathematics and Its Learning thereof Aqeelan (2002), stated that mathematics is "an abstract science of the creation and creativity of the human mind and is concerned with, among other things, the sequence of ideas, methods, and patterns of thinking.…”