Systematic review of MOOC research in mainland China

Cheng, Jiawen; Yuen, Andrea; Chiu, Dickson K.W.

doi:10.1108/lht-02-2022-0099

Cited by 42 publications

(28 citation statements)

References 65 publications

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“…Our results also provide insights into social media platforms and their app developers, as there are business opportunities for developing apps for enhancing instructor-student learning communication and apps for engaging instructors and learners in learning through social media platforms (Tsang & Chiu, 2022;Guo et al, 2022). Further, online educators (Yao et al, 2023) and MOOC providers (Cheng et al, 2022) should consider using social media to promote their courses, augment their teaching, and facilitate student-instructor communication. Besides, enterprises should also consider using social media aids for vocational training so that employers can exchange their knowledge and learn flexibly across time and space (Chan et al, 2022).…”

Section: Practical and Managerial Suggestionsmentioning

confidence: 86%

Social media aids for business learning: A quantitative evaluation with the 5E instructional model

et al. 2023

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Social media use is widely accepted in higher education, connecting students' learning with daily life. Considering the potential of social media to revolutionize the whole spectrum of teaching and learning, this study examines social media usage of business school students of different majors and their perception of social media as learning aids through a quantitative online survey guided by the 5E instructional model, with 423 valid responses from students majoring in accounting, finance, and economics. Results indicated that respondents perceived social media as influential in helping them access study-related information. It facilitated comprehensive learning, information access, information sharing, and student communication with instructors. Significant differences in perceptions of using social media as aids for business learning were found among students of different demographics, including gender, education level, and residence, but not quite for different majors. While various studies have examined the use of social media in education, scant studies focus on business school students under the lens of the 5E instructional model, especially Asians.

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Section: Practical and Managerial Suggestionsmentioning

confidence: 86%

Social media aids for business learning: A quantitative evaluation with the 5E instructional model

et al. 2023

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“…There are many ways to share accounting knowledge on social media (Majchrzak et al, 2013 ). Usually, accounting instructors post courses, assignments, tests, and feedback through online course management systems, including massive open online courses (MOOC) platforms (Cheng et al, 2022a , 2022b ; Gardner & Brooks, 2018 ; Khatun et al, 2022 ). Such platforms integrate various social network tools and digital resources to form diversified learning tools and rich curriculum resources.…”

Section: Discussionmentioning

confidence: 99%

“…After the interviewees captured the knowledge, they adopted some transformation methods (Cheng et al, 2022a , 2022b ; Rêgo et al, 2021 ; Rehman et al, 2022 ). The most common way was to complete the internalization of knowledge by taking notes and self-thinking.…”

Section: Discussionmentioning

confidence: 99%

The Role of Social Media as Aids for Accounting Education and Knowledge Sharing: Learning Effectiveness and Knowledge Management Perspectives in Mainland China

Xie

Chiu

2023

J Knowl Econ

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This research aims to explore the role of social media as aids for accounting education and how people use social media to share accounting knowledge. We use the 5E Learning Model and the Knowledge Management (KM) Processes Model to investigate this issue using qualitative research methods and interviews. Our findings indicate that accounting practitioners and learners discovered knowledge through previous classrooms and exchanges between colleagues in knowledge discovery. In sharing knowledge, they shared their experiences by freely publishing posts, testing cognition, and interacting and communicating. In knowledge capture, learners capture knowledge by viewing online courses, using social media to contact accounting practitioners, learning from others’ experiences, and posting questions. In knowledge application, learners apply knowledge in examinations, internships, work guidance, error avoidance, and daily fund management. We also discovered that accounting practitioners and learners have different attitudes toward the issue of knowledge payment. We put forward suggestions for establishing accounting forums and groups on social media. Accounting practitioners should be willing to share knowledge, and accounting learners should gain knowledge through interaction. The public should use social media to know more about the profession and gain basic accounting knowledge to facilitate daily living.

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“…Ubiquitous mobile Internet access has changed the reading and learning habits of the younger generation (Yu et al , 2022; Banshal et al , 2022; Chan et al , 2022; Ding et al , 2021; Pianzola et al , 2022; Ezeamuzie et al , 2022; Wang et al , 2016, 2022a) and facilitated anytime, anywhere learning activities (Chen and Chen, 2022; Yip et al , 2021; Zhang et al , 2021; Fan et al , 2020; Lau et al , 2020; Law et al , 2019), especially under the constraints of COVID-19 restrictions (Li et al , 2021; Sung and Chiu, 2022). While online learning has developed further to MOOCs (Cheng et al , 2022; Cheng, 2022; Wang et al , 2022b) for quite some time, online and virtual learning was not the major way until the pandemic. In this issue, Hsieh et al (2023) studied nursing students' perceptions of adopting virtual learning and related educational technologies using regression analyses.…”

Section: Covid-19 Impact On Education Institutions and Academic Libra...mentioning

confidence: 99%

Guest editorial: COVID-19 pandemic and health informatics part 3

Huang

Paulino

et al. 2023

LHT

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After more than three years, we start to see the end of the tunnel of the COVID-19 pandemic and are ready for reopening (Abbass et al., 2022;Suh and Alhaery, 2022;Kumar et al., 2021).Here, the guest editors and co-editors would like to wish all of our readers and authors good health and let us walk through the pandemic together. We continue to present part 3 of our special issue on the COVID-19 Pandemic and Health Informatics in this issue. In the past two parts (Huang et al., 2021(Huang et al., , 2022, we presented 28 papers; in this issue, we present the following 14 papers on three aspects of research.

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Systematic review of MOOC research in mainland China

Cited by 42 publications

References 65 publications

Social media aids for business learning: A quantitative evaluation with the 5E instructional model

Social media aids for business learning: A quantitative evaluation with the 5E instructional model

The Role of Social Media as Aids for Accounting Education and Knowledge Sharing: Learning Effectiveness and Knowledge Management Perspectives in Mainland China

Guest editorial: COVID-19 pandemic and health informatics part 3

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