Leveraging MOOCs for Learners in Economically Disadvantaged Regions

Autor/inn/en	Ma, Long; Lee, Chei Sian
Titel	Leveraging MOOCs for Learners in Economically Disadvantaged Regions
Quelle	In: Education and Information Technologies, 28 (2023) 9, S.12243-12268 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Long)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11461-2
Schlagwörter	MOOCs; Disadvantaged Environment; Economic Factors; Educational Strategies; Students; Intention; Barriers; Instruction; Geographic Regions; Economically Disadvantaged + Suchen Sie Ihr Suchwort? Ökonomischer Faktor; Lehrstrategie; Student; Schüler; Schülerin; Studentin; Teaching process; Unterrichtsprozess
Abstract	While Massive Online Open Courses (MOOCs) have seen a surge in enrollments in higher education around the world especially during the COVID-19 pandemic, it is unclear if learners from the economically disadvantaged regions (EDR) are also able to capitalize on them. Specifically, challenges related to using MOOCs in these regions have been reported in the literature. Thus, the objective of this paper is to address the pedagogical challenge by investigating approaches to leverage MOOCs for learners in EDR. Drawing from the ARCS (i.e. Attention, Relevance, Confidence and Satisfaction) model, we proposed an embedded MOOCs approach where bite-sized MOOCs segments are integrated into in-class lectures under the guidance of the instructors. The effectiveness of the embedded MOOCs approach was evaluated and compared with other instructional methods. Results from randomized experiments showed that the embedded MOOCs approach had higher evaluations in terms of attention, relevance and satisfaction than face-to-face learning approach. In addition, the embedded MOOCs approach outperformed asynchronously blended MOOCs in enhancing students' relevance perception. Regression analysis further revealed that attention, confidence, and satisfaction perceptions were positively associated with students' intention to adopt the embedded MOOCs approach in their future studies. The findings shed light on how to utilize MOOCs and re-use content in MOOCs for global benefits and enable new pedagogical developments. The findings also underscore the importance of local social support and offline interactions to support the online learning materials. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01