Value-Based Delivery Of Education: Moocs As Messengers

Gilfoil, David M.; Focht, Jeffrey W.

doi:10.19030/ajbe.v8i3.9284

Cited by 5 publications

(4 citation statements)

References 39 publications

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“…Faculty members' expectations who participated in the MOOC were exceeded in general. According to Gilfoil and Focht (2015) for the educational proposal to be considered of value, it must meet the participant's learning needs so that the effort required is based on the cost invested. Knowing the perceived value indicates how participants conceive the value of the program.…”

Section: Discussionmentioning

confidence: 99%

Design and Evaluation of a Mooc for Clinical Educators

Olivares-Olivares¹,

Turrubiates-Corolla²,

EsperónHernández³

et al. 2021

International Conference on Education

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The MOOCs offer education with high quality standards and have the potential to offer better educational experiences within learning communities where students and teachers from multiple institutions and areas participate. Clinical professors need to be continuously trained with new alternatives that reduce the gap of traditional education with the needs of students. In addition, it is essential to move from education focused exclusively on science, towards a comprehensive education focused on the needs of the most important actor: the patient. The purpose was to design, implement, and evaluate a MOOC on educational evaluation in health sciences. The content of the MOOC was designed and developed with the participation of 15 professors from three universities in Mexico. A pilot was implemented during September-October 2019 to train at least 30 teachers from the three universities. An instrument was designed to measure the fulfillment of teachers' expectations. The pre-test was applied before starting the pilot course and the post-test at the end of the program. The tests were answered by 29 of 57 professors, whose data were analyzed using the t-student statistical test. The course was successfully completed by 33 of 57 teachers. The results of the statistical test show that there is a significant difference. The expectations of the teachers who completed the course were exceeded. For the educational proposal to be considered valuable, it must consistently meet the participant's learning needs according to the effort and cost invested. Knowing the perceived value indicates how participants conceive the value of the program. In this sense, MOOCs represent opportunities for teacher training in educational evaluation. The project has great potential for impact at the Latin American level. Keywords: MOOC, clinical teachers, health sciences, clinical competence, patientcentered learning, educational innovation

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Section: Discussionmentioning

confidence: 99%

Design and Evaluation of a Mooc for Clinical Educators

Olivares-Olivares¹,

Turrubiates-Corolla²,

EsperónHernández³

et al. 2021

International Conference on Education

View full text Add to dashboard Cite

show abstract

“…A value-based educational model is a holistic approach to learning, emphasizing the development of not only academic knowledge but also strong ethical principles and values. In this model, core values such as integrity, empathy, and responsibility are integrated into the educational process, ensuring that students not only excel academically but also grow as responsible, ethical individuals [22].…”

Section: Value-based Approach In Educationmentioning

confidence: 99%

“…Drawing from educational theories such as social learning, constructivism, and moral development, the integration of values into education is a well-structured framework [23,24]. These theories provide a foundation for teaching critical thinking, ethical decision-making, and empathy, allowing students to become wellrounded individuals who can navigate an ever-changing world while adhering to timeless ethical principles [13,16,22].…”

Section: Value-based Approach In Educationmentioning

confidence: 99%

Bridging the Gap: Traditional vs. Modern Education (A Value-Based Approach for Multiculturalism)

Chaika

2024

Education and Human Development

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The dynamic landscape of education has witnessed a profound shift from traditional to modern pedagogical paradigms over the years. The discussion of results delves into the intriguing debate between traditional and modern educational systems (TES and MES), examining them through the lens of a value-based approach. This exploration is crucial in understanding how these two approaches shape the educational experiences of learners, faculty, and impact society at large. Drawing from the literature review and insights from a survey involving 179 students and 28 faculty staff, the work advocates a balanced integration of traditional and modern educational approaches. It underscores the pressing need for a value-based model that harmonizes age-old wisdom with contemporary innovations. The survey reveals student aspirations for a holistic, value-driven education, while the faculty acknowledges challenges and opportunities inherent in bridging this educational gap. In conclusion, the data reinforce the value-based approach, emphasizing its importance in curricula and pedagogy to promote ethical values, critical thinking, and empathy. Furthermore, the findings shed light on practical implementation challenges and offer valuable guidance to educators and policymakers. In an era of transformative education, bridging theory and practice will resonate with both students and faculty who recognize the societal benefits of a balanced synthesis between tradition and modernity.

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“…Additionally, with coronavirus disease 2019 pushing education institutions into online purposely temporary substitutes, new learning practices are providing the conditions for the popularisation of MOOCs. The functionality and usefulness of MOOCs have increased ICT awareness amongst learners (Lung-Guang, 2019), and also in instructors, who are expected to gradually incorporate educational value into the online learning environment (Gilfoil and Focht, 2015). Furthermore, many online contents are designed as complementary resources to regular face-to-face classroom courses (Zhang, 2016;Annabi and Wilkins, 2016) and also to satisfy more diverse learning objectives of participants (Macleod et al, 2015;Sun et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The behavioural intention to use MOOCs by undergraduate students: incorporating TAM with TPB

Wang

Hemmen²,

Criado³

2022

IJEM

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PurposeThe purpose of the study is to determine the impact that the crucial determinants have on the behavioural intention (BI) of undergraduates to adopt Massive Open Online Courses (MOOCs), addressing two perspectives that are students' technical experience and psychosocial factors.Design/methodology/approachThis is a questionnaire study, and all the respondents are undergraduates in Barcelona, Spain. A total of 188 students are selected as survey subjects. Data collection applies the five-point Likert scale, and the collected information refers to demographic information and constructs related to the technology acceptance model (TAM) and theory of planned behaviour (TPB). Confirmatory factor analysis (CFA) and partial least square (PLS) are used to examine the measurement model's convergent and discriminant validity and test the hypotheses implementing the bootstrapping method.FindingsThe results show perceived usefulness (PU) and perceived ease of use (PEOU) are influential in forming an attitude (ATT), and PU could directly impact BI significantly. Additionally, the mediating role of ATT in the relationships amongst PU, PEOU and BI are investigated. Besides, perceived behavioural control (PBC) is found a critical variable and significantly impacts BI, whereas subjective norms (SN) is not found statistically significant in explaining BI in this study.Originality/valueThis study has confirmed that ATT has a positive mediation effect on PU, PEOU and BI. This study has also confirmed the validity and model fit of the incorporated model of TAM and TPB, which sufficiently accounts for the planned behavioural process of undergraduates to accept a MOOC and contributes to validating literature of the incorporated model of TAM and TPB. Besides, this study provides MOOCs managers with practical suggestions. First, ease-of-use interfaces should be designed and intensified. Second, more channels should be explored to satisfy students' needs. Third, managers should intensify the leverage of the systems and introduce the free trial period to new learners. Fourth, a bonus mechanism could be adopted to motivate students. Last, manager should intensify the construction of oral advertisements amongst students.

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Value-Based Delivery Of Education: Moocs As Messengers

Abstract: ABSTRACT

Cited by 5 publications

References 39 publications

Design and Evaluation of a Mooc for Clinical Educators

Design and Evaluation of a Mooc for Clinical Educators

Bridging the Gap: Traditional vs. Modern Education (A Value-Based Approach for Multiculturalism)

The behavioural intention to use MOOCs by undergraduate students: incorporating TAM with TPB

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