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Research methods in the social sciences

Massive Open Online Courses (MOOCs) are presented as an option to the traditional model of higher education institutions. MOOCs have been used as part of face-to-face regular university courses as a new form of blended learning (BL), but little is known about the best ways to design effective MOOC-based BL. Besides, studies that assess the intention to continue using MOOCs do not assess their quality and value as perceived by students. This study aims to understand how MOOCs can be better integrated into blended learning. To do so, an exploratory case study was carried out a in MOOC-based BL in the discipline Fundamentals of Administration at a Brazilian university to evaluate three aspects: (1) pedagogical approach/rationale; (2) pedagogical/instructional design for integrating the MOOC into the course; and (3) perceived quality and value by the students. The results show that the MOOC was used as a blended learning method in an introductory course, replacing part of the hours of face-to-face classes, allowing an increase of the number of students per teacher, besides making the discipline more attractive to the students. Results also show that the functional value perceived by the students is favorable, with a score of 4.53 (7-point scale) and is influenced by the perceived quality regarding the MOOC (r = 0.29) and blended learning process (r = 0.22). This study extends previous research by demonstrating two different designs of MOOC-based BL that contribute to the improvement of the pedagogical process, reduce costs, and improve the quality problems of MOOCs. In addition, this study developed a model that associates perceived quality and perceived value with the intention to continue MOOCs within the context of the MOOC-based BL. This model may be used to evaluate which strategies for MOOC-based BL generate the highest perceived quality by the students.

The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students

A micro-credential is a proof of the student's knowledge, skills, and experience that can be used to progress towards a larger credential or degree that focuses on a particular field of study in the shortest amount of time. Micro-credentials are a new area in the education sector that has expanded significantly over recent years and have become a popular idea in the higher education sector. Since the Covid-19 pandemic, micro-credentials are the most recent innovation in online education, gaining traction in public and private universities throughout the world. This has resulted in many universities developing strategies to offer micro-credential-driven courses. Higher education institutions (HEIs) need to validate micro-credentials, but the validation is a long-drawn-out and cumbersome process, so blockchain technology can be used to easily validate the detailed information on each students’ micro-credentials. Unfortunately, to date, only scant scholarly research has been conducted on blockchain-based micro-credentialing systems in HEIs. This study provides a detailed overview of the state-of-the-art in the field of managing micro-credentials using blockchain technology. We start by outlining the various requirements that need to be met in a blockchain-based micro-credentialing system. We then use a systematic literature review (SLR) to retrieve relevant studies published between 2016–2022 and compare them to the defined requirements. We also analyse the relevant studies to determine the research gaps. This review will offer insight into micro-credentialing systems that have been proposed for HEIs over recent years. 

Blockchain-based micro-credentialing system in higher education institutions: Systematic literature review

This study investigated factors that influenced university students’ intentions to use smart applications in flipped learning (FL) in Thailand flipped classrooms (FC) by extending the technology ac...

Acceptance of a flipped smart application for learning: a study among Thai university students

The development of web applications is an essential and critical skill for Computer Science Engineers. Nowadays, this is a core subject in the Computer Science Engineering Studies and an increasingly demanded subject in other Engineering Studies. With the aim to facilitate introductory know‐how in this area, the University Autónoma of Madrid offers at edX Platform the Massive Open Online Course (MOOC): “Introduction to Development of Web Applications”. Several studies have emphasised the positive impact of methods, such as the use of continuous feedback, to improve and promote learning persistence and engagement in online courses. We propose a system for periodically providing MOOC learners information about their progress and suggestions about how can they can improve their learner performance based on their achievements and interactions in MOOCs. This system is called Learning Intervention System for edX MOOCs (edX‐LIS). To test the intervention strategy on learners' behaviour supported by edX‐LIS, a research study was conducted with the learners of the mentioned MOOC. The results obtained from this study have demonstrated that the intervention strategy supported by the edX‐LIS has a positive impact on the motivation, persistence and engagement of the learners in the MOOC.

Improving learner engagement in MOOCs using a learning intervention system: A research study in engineering education

The time has come for a new kind of credential. Our society needs an affordable credential that can be earned in days or weeks, not months or years, and verified by employers, built with their input, and awarded in the form of digital badges by the top institutions in higher education. Through the introduction of micro-credential in a specific area of studies or professional development, this disruptive innovation helps to recognise students' skills and provide students with the opportunity to demonstrate their knowledge and skills earned through assessment-based activities. Digital badges have the potential to be used as a method of affirming student's personal development and empowers students to create their own learning experience, individually or collaboratively with other students. Therefore, this article highlights six broad possibilities to implement micro-credentials in undergraduate programmes across the university. It includes micro-credential design and assessment principles, information pack, platform as well as outlines the student's journey in each of the phases involved in the micro-credential eco-system. In conclusion, the article urges the universities to develop a strategic micro-credentials implementation plan to ensure students primarily view digital badges as a way to promote their achievements to potential employers, as well as for the potential employers to truly understand and value badges as the evidence of students' achievements.

Developing a Framework for the University-Wide Implementation of Micro-Credentials and Digital Badges: A Case Study From a Malaysian Private University

Since Massive Open Online Courses (MOOCs) are evolving rapidly, many researches have been conducted to explore the structure, effectiveness and issues arise in MOOCs. The free accessibility of MOOCs is believed will soon replace the traditional teaching and learning method. This will create a great social impact to the education industry. The purpose of this study is to explore the factors that affect learner's acceptance of MOOCs based on Kirkpatrick's four level evaluation of learning model. A set of survey questions were adapted based on Kirkpatrick's evaluation model. This paper identified factors that affect the acceptance of learners in using MOOCs. The results suggested that self-directed learning environment, user friendly design of course contents, and participation as well as interaction and guidance from the instructors and finally internet speed are factors that affect learner's acceptance of MOOCs. This study sheds light on the social impact of MOOCs to teaching and learning. Institutions are provided with better insights into managing their MOOCs when they want to implement it. However, as the respondents for the research were mainly from MOOCs implemented in one institution, therefore a further study can be carried out to investigate MOOCs implementation in other institutions. The value of this study may provide some insight for institutions who plan to implement MOOCs in future.

Exploring Factors Affecting Learners' Acceptance of MOOCs Based on Kirkpatrick's Model

Massive open online course (MOOCs) are transforming the era of distance learning education in a groundbreaking way that it has attracted a huge amount of attention from the media, education institutions, and education professionals. The purpose of this study is to measure the effectiveness of courses delivered using MOOCs in Taylor’s University. The Kirkpatrick’s four levels of evaluation learning model were adapted to measure the effectiveness of MOOCs. A descriptive survey of 250 learners was conducted. The study indicated that comprehensive study materials in MOOCs are useful for the learners as future reference. MOOCs are effective in the sense that it helps learners to understand a certain topic and apply it in real life. The program has met the learners’ expectations, and they will strongly recommend the course to other people. Nevertheless, learners think that the study materials are sufficient for beginners, but advanced course is needed to meet their future job expectation. This study focuses on MOOCs in OpenLearning platform only. In the future, research can be expanded to focus on different MOOC platforms besides OpenLearning. Lastly, with the result obtained in this research, it will be able to contribute to the community of MOOC and institutions that plan to introduce MOOCs.

The Effectiveness of MOOC Among Learners Based on Kirkpatrick’s Model

MOOC has progressively obtained its popularity in the past few years and it showed a big movement in higher education in Malaysia With the emergence of MOOCs, the educational world is becoming flat and classrooms can now be borderless The main objective for this study is to explore the learning process and perception of students in using MOOC as part of their module and to identify issues faced when using MOOC The researchers are also interested to find the importance of teacher's presence in the MOOC environment The 4-stage online presence (4-SOP) model was used as a theoretical framework to develop the focus group question and as an explorative investigation to student's acceptance of learning in a MOOC A follow up research using questionnaire was used to investigate student's perceptions of MOOC and the importance of teacher presence on the MOOC provided by the university This study involves a total of 66 students Results have indicated that teaching presence, training and support, interesting learning contents, consistent feedback and interaction among facilitators are crucial to sustain the engagement of students in using the online technologies Lastly, the objectives and benefits of MOOCs should be clarified before students start to use MOOCs so that the students can achieve their learning goals easily

The importance of teacher's presence and engagement in MOOC learning environment: A case study

Developing a Pedagogy Framework for Institution-Wide Implementation of MOOC: A Case Study from a Malaysian Private University

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