The Platform of Mooc (Massive Open Online Course) on Open Learning: Issues and Challenges

Haron, Hafiza; Yusof, Ahmad Rizal Mohd; Samad, Hafiza; Ismail, Noor Azina; Juanita, Anis; Yusof, Hafidzan

doi:10.35631/ijmoe.13001

Cited by 9 publications

(8 citation statements)

References 8 publications

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“…This framework is highly structured and well designed for academic learning activities. It has been used to develop many problem-solving activities for S&T courses at various grade levels (from fundamental elementary concepts to higher-level topics) to help learners enhance their skills in science courses [33][34][35][36].…”

Section: Related Workmentioning

confidence: 99%

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

et al. 2022

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With the coronavirus disease 2019 (COVID-19) pandemic, education and learning have been compelled to go entirely online rather than using conventional offline media. As a result, remote learning adoption has exploded, neither planned nor anticipated. The challenges and benefits of such widespread adoption have gradually unfolded in front of our own eyes. Unlike other courses, science and technology (S&T) courses are more technical, involve practical lessons, and require careful planning for effective delivery via remote learning platforms. Thus, existing remote learning frameworks are too general and are not designed for S&T courses. In addition, the evolving requirements of learners’ demand revision of prior frameworks to be relevant today. In this paper, we propose a remote learning reference framework called C19MOOC for S&T courses offered at higher learning institutions. The framework will provide the essential components to be considered in the development of remote learning systems for these courses. A focus group discussion was conducted to elicit learners’ requirements and preferences for remote learning systems that offer S&T courses. The existing Massive Open Online Course (MOOC) framework was adapted to match learners’ current needs and expectations. The MOOC framework’s existing dimensions and components were redefined, and three new dimensions (Engagement, Governance, and Self-determination) and components were added. An expert review was administered to validate the C19MOOC framework. Based on our findings, it was determined that remote learning has excellent potential as an effective platform for education at higher learning institutions. Shortcomings that emerged during its immense use in the period of the COVID-19 pandemic can be addressed by leveraging the proposed framework. The C19MOOC framework will be useful for S&T education stakeholders, institutions, and system developers to identify suitable dimensions, components, and features to consider when designing remote learning systems for S&T education.

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Section: Related Workmentioning

confidence: 99%

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

et al. 2022

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“…The growth of the Internet and all sorts of devices such as computers, notebooks, and tabs has made learning more effective and enjoyable for everyone. Thus, MOOCs are becoming a popular e-learning method because they can provide course materials that are accessible to everyone, not only for remote learners, but most educational institutions have also benefited from this platform (Haron et al, 2019).…”

Section: Management Of Facilities and Infrastructure In Arabic Learni...mentioning

confidence: 99%

Massive Open Online Courses: Management of Facilities and Infrastructure of Arabic Learning in Digital Era

Isnaini

2022

AJATLL

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Arabic learning still seems traditional and not updated. For this reason, it is necessary to adjust the times in this digital era to the demands and needs of students. This research was conducted to provide an overview of Arabic learning innovations in the digital era of Massive Open Online Courses (MOOC) and to analyze the management of facilities and infrastructure needed to support successful learning. Through a comprehensive research review, this research is intended to present the results of an analysis of the management of facilities and infrastructure in learning Arabic through MOOC in the current digital era. Data collection techniques are carried out by documentation studies or literature searches. The findings are presented systematically which are categorized into four things, namely 1) management of learning facilities and infrastructure, 2) trends in Arabic learning in the digital era, 3) MOOC in Arabic learning, and 4) management of facilities and infrastructure in language learning. Arabic via MOOC. This research contributes to providing concrete descriptions and answers to the demands of the times in the digital era in updating the implementation of Arabic learning.

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“…Students had to learn everything on their own. However, the second category of MOOCs implies online versions of traditional learning formats that use a knowledge transfer model using video lectures in classrooms or custom-made mini-lectures [29,30]. To work with MOOCs, one needs to place the course on one of the existing platforms that provide technical support and free access to all the necessary educational materials, and also thanks to them, the relationship between students and teachers is realized, and the assessment of the work performed.…”

Section: 1mentioning

confidence: 99%

Internet Technologies in Distance Education

Ushanov

Morgunova

Petunina

2021

Int. J. Emerg. Technol. Learn.

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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.

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The Platform of Mooc (Massive Open Online Course) on Open Learning: Issues and Challenges

Cited by 9 publications

References 8 publications

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

C19MOOC: A Remote Learning Reference Framework for Science and Technology Education

Massive Open Online Courses: Management of Facilities and Infrastructure of Arabic Learning in Digital Era

Internet Technologies in Distance Education

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