MOOC (Massive Open Online Course): does it enhance higher education student’s competency - an exploratory study
Competence as a set of human skills to achieve an effective result. Required set of skills in relation to specific roles and responsibilities. Increasing the competence of a university student with the help of MOOCs (Massive Open Online Course).
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 22.07.2022 |
| Размер файла | 18,4 K |
Отправить свою хорошую работу в базу знаний просто. Используйте форму, расположенную ниже
Студенты, аспиранты, молодые ученые, использующие базу знаний в своей учебе и работе, будут вам очень благодарны.
Размещено на http://www.allbest.ru/
Размещено на http://www.allbest.ru/
MOOC (Massive Open Online Course): does it enhance higher education student's competency - an exploratory study
Dr. R.K. Prema, Associate Professor, Acharya Bangalore
B-School, Bangalore, India
Dr. B. Arul Senthil, Assistant Professor Acharya Bangalore
B-School, Bangalore, India
S.A. Surya Kumar, Research Scholar Department
of Business Administration Turiba University, Riga, Latvia
ANNOTATION
Competency represents the skill set of an individual in delivering an effective outcome. The required skill set with respect to specific roles and responsibility of an organization. In the competitive era of business world organizations are facing a very hectic competition to source the competent candidate in the job market. Organizations are rigorous and of course the learning patterns are also changing. An individual who could serve the real need of the organization is most expected and welcome. (Ganesh, A., & Mogappagowda, 2017) explore that 39% employers struggles to find talent minds to best suit with the work profile and 90% of jobs are skill-based. On this background this research attempts to measure the student perception of MOOC course in enhancing their competency through the technology platform. The modern education brings in lot of changes and digital landscape for the learners to enrich their knowledge. As the world is more and more data driven and data centric in nature, it is highly required to up skill ourselves to be competitive and sustain in the business industry Eco space.
Keywords: MOOC Course, Competency, Technology, Higher education, Skills.
INTRODUCTION
Massive Open Online Courses (MOOCs) are the essential platform in today's higher education learning landscape which lessen the barrier in terms of cost, time, resources and so many. (Hone & said, 2016) MOOCs open up the social and geographical boundaries and paves way for a world class learning around the globe. Millennial and Gen X are rapid learners, the way in which education industry transform towards a digital platform support MOOCs a lot, as well the pandemic may be one significant reason to spotlight the MOOCs to the diverse learners. In the digital era online education is at the top roof due to its flexibility. By the year 2025, the online learning will experience a 200% surge and also around 60% of the internet user are engaged in online platform (Class central, 2020).There is an extensive acceleration in the learning patterns of students in order to meet out the skill gap. Considering MOOC as one of the customised learning in education encourages students for a self - paced learning style. Industry 4.0, put pressure on the term called “Up skilling or reskilling”, MOOC will be a better source for the learners to up skill themselves in their core area of concern around the globe.
LITERATURE REVIEW
MOOC provides quality education. MOOC attract the academic researcher in recent times and as a source of individual learning (Siemens, & Hatala, 2015).One of the emerging trends in technology enhanced learning is the use of MOOC platform (Montoya & Aguilar, 2012). The literature shows that MOOC are rapidly changing over time and 75 per cent of the paper on MOOC describes that MOOC has advantageous for its open components (Laverde et al., 2015). The number of learners using MOOC, and the number of MOOCs and the courses offered are seems to be increasing (Gamage et al., 2015). Researchers observed that MOOC has higher gain that the students taking a course in offline (Colvin et al., 2014) and also observed that the rate of drop out is also very high(Jordan., 2014), few researchers doubt that whether students are actively participating in it is a question for discussion(Daniel., 2012).
Massive Open Online Courses (MOOCs) rose to importance of talent building and of increasing access to education for learners from all backgrounds (Moore & Tait, 2002). MOOC raise the literacy of learners those who are excluded from higher education (Lambert, 2020) and often mature age and working, those who don't have the opportunity to access it. Concerns are also raised with regard to the inequality among the MOOC courses and providers (Emanuel, 2013; Jordan 2014). The integrated learning technologies act as a source for educational institutions to meet the demand and enhance the learning process.
MATERIALS AND METHODS
A structured survey questionnaire measures the responses from 107 participants among higher education PG students in particularly MBA. This research is exploratory in nature and follows voluntary sampling, as because the survey is done through Google form and students those who are interested volunteered to take up the survey. Nature of data collection is both primary and secondary. Using IBM SPS 20.0, the collected data are analysed and the results are discussed in the following sections.
massive open online course
RESULTS AND DISCUSSION
SPSS 20.0 test the hypothesis for the study population. The results are discusses here under. The characteristics of the sample comprises of 60 per cent of male and 40 per cent of female, out of 107 respondents. More than 50 per cent of the respondents are interested in finance specialization and relevant to this the number of course completed are also related to finance, 28 per cent marketing and 14 per cent human resources, very less in health care and production specializations. The participants know about the MOOC courses through college are 90% and rest through online platforms and friends. Regarding their work experience 87% of the students have no experience, 7% less than a year, 4% less than 2 year and 2% more than 2 year of experience. It is observed that nearly 92% of the respondents are interested in preferring short term courses for the stated reasons such as “To get intense knowledge” and “To complete the course fast”.
Table 1 Descriptive statistics, Cronbach's alpha and Correlation of the study variables
|
S.No |
Variable |
Alpha |
Mean |
SD |
1 |
2 |
3 |
4 |
5 |
|
|
1 |
RTC_M |
0.925 |
3.7096 |
.89147 |
-- |
.604** |
-.047 |
.489** |
.219* |
|
|
2 |
PB_M |
0.927 |
4.0311 |
.73074 |
-.281** |
.611** |
.491** |
|||
|
3 |
DTC_M |
0.864 |
2.4725 |
.66125 |
-.152 |
-.313** |
||||
|
4 |
CG_M |
0.98 |
3.9690 |
.80321 |
.394** |
|||||
|
5 |
SL_M |
0.967 |
3.8772 |
.78202 |
-- |
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
The descriptive statistics, mean, standard deviation, Cronbach's alpha and correlation of the study variables are shown in the table above. The mean and standard deviation of the study variables lie an average range between 2.4 to 3.9, shows the average response of the participants in the survey follows a centred mean which is acceptable. The cronbach,s alpha value lies between 0.86 to 0.96, shows an acceptable range which is all above 0.60. The correlation among the study variables shows a fair correlation as expected, it proves that, students who find difficulty in taking up online MOOC courses, their competency gained is less which carries a value of -.152 (Negative significance).
Table 2 Independent Sample t-test for mean comparison
|
n |
Mean |
SD |
t-value |
Significance (two-tailed) |
||
|
Competency Gained |
||||||
|
Gender |
||||||
|
Male |
63 |
3.97 |
0.76 |
0.018 |
0.622 |
|
|
Female |
44 |
3.96 |
0.86 |
0.017 |
||
|
Course Preference |
||||||
|
Short Term |
98 |
3.94 |
0.83 |
1.15 |
0.544 |
|
|
Long Term |
9 |
4.27 |
0.79 |
1.28 |
||
|
Potential Benefits |
||||||
|
Gender |
||||||
|
Male |
63 |
4.01 |
0.68 |
0.251 |
0.892 |
|
|
Female |
44 |
3.92 |
0.96 |
0.243 |
||
|
Course Preference |
||||||
|
Short Term |
98 |
4.01 |
0.74 |
1.83 |
0.469 |
|
|
Long Term |
9 |
4.3 |
0.48 |
1.28 |
The results of t-test for mean comparison are presented in the table 2. As shown in the table for all the above variable entered the significance value is greater than 0.05, hence accepting null hypothesis stating that there is no significant difference between the two means, the male and female in comparison with the competency gained and potential benefits of the respondents, as well as regarding their course preference with the measured constructs.
CONCLUSION, FUTURE IMPLICATIONS AND LIMITATIONS
Education is for all. MOOCs is consider as a democratic form of education, where in no barriers for the learners except few in terms of cost, terms and resources etc., Students at higher educational institutions have the opportunity to learn course from elite universities.
When life meets digital, formal education is a living and self - education is a fortune, wherein MOOC acts as a source of self-education. Learners in MOOC platform who learn out of their self - interest wins, and who learn for the counts fail. Hence, existence of digital opportunity is a gift; making use of it depends on the learner's perspective. Though MOOC act as a source of learning, the effective utilisation depends on the nature of the learner. From the literature review it is observed that there is no predetermined scale to measure the quality of MOOC course, and also the number of dropout from the course is more. Hence future research can focus on quantitative study in measuring the quality oriented learning from MOOC and also identifying the reason for discontinuation from MOOC platform. The study follows few limitations regarding the sampling size chosen. Respondent's bias associated with the study is one more criteria and hence the results cannot be generalised to all the students of higher education.
Hence the researcher concludes that MOOC courses are the requirement of the day, as because it provides a platform for the learners to enhance their competency. Up skilling is the need of the hour, and to profile ourselves these online technology enhanced learning will support a lot. MOOC enhance the competency of students at higher education level and make them employable.
REFERENCES
1. Emanuel, E. MOOCs taken by educated few. Nature 503, 342 (2013)
2. Gamage, D., Fernando, S., & Perera, I. (2015, August). Quality of MOOCs: A review of literature on effectiveness and quality aspects. In 2015 8th International Conference on Ubi-Media Computing (UMEDIA) (pp. 224-229). IEEE.
3. Ganesh, A., & Mogappagowda, S. H. (2017, September). Bridging the Skills vs. Employability gap for a Smart India. In Project management national conference, India, September 2017, Chennai, www. pmi. org. in/events/pmnc17.
4. J Daniel, "Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility," Journal of Interactive Media in Education, 2012.
5. Lambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review Computers & Education, 145, 103693.
6. K F Colvin, J Champaign, A Zhou, C Fredericks, and D E Pritchard, "Learning in an Introductory Physics MOOC: All Cohorts Learn Equally, Including an On-Campus Class," The International Review of Research in Open and Distributed Learning (IRRODL), vol. 15, no. 4, September 2014.
7. K Jordan, "Initial Trends in Enrolment and Completion of Massive Open Online Courses," The International Review of Research in Open and Distributed Learning(IRRODL), vol. 15, no. 1, February 2014.
8. Kovanovic, V., Joksimovic, S., Gasevic, D., Siemens, G., & Hatala, M. (2015). What public media reveals about MOOC s: A systematic analysis of news reports. British Journal of Educational Technology, 46(3), 510-527.
9. Laverde, A. C., Hine, N., & Silva, J. A. M. (2015). Literature and practice: a critical review of MOOCs. Comunicar. Media Education Research Journal, 23(1).
10. Montoya, M.S. & Aguilar, J.V. (2012). Movimiento educativo abierto. Mdxico: CIITE- ITESM.
11. Moore, M., & Tait, A. (2002).Open and distance learning: Trends, policy and strategy considerations, Vol. 23. Retrieved fromhttp://bit.ly/KWpkNH.
Размещено на Allbest.ru
...Подобные документы
Intercultural Communication Competence: Language and Culture. The role Intercultural Communicative Competence in teaching foreign languages. Intercultural Competence in Foreign language teaching. Contexts for intercultural learning in the classroom.
курсовая работа [94,1 K], добавлен 13.05.2017Development of skills of independent creative activity in the process of game on the lessons of English. Psychological features of organization of independent work and its classification. Development of independence student in the process of teaching.
курсовая работа [35,8 K], добавлен 03.04.2011Oxford is the oldest English-speaking university in the world and the largest research center in Oxford more than a hundred libraries and museums, its publisher. The main areas of training students. Admission to the university. Its history and structure.
презентация [1,6 M], добавлен 28.11.2012What is the lesson. Types of lessons according to the activities (by R. Milrood). How to write a lesson plan 5 stages. The purpose of assessment is for the teacher. The students' mastery. List modifications that are required for special student.
презентация [1,1 M], добавлен 29.11.2014Effective reading is essential for success in acquiring a second language. Approaches to Teaching Reading Skills. The characteristic of methods of Teaching Reading to Learners. The Peculiarities of Reading Comprehension. Approaches to Correcting Mistakes.
курсовая работа [60,1 K], добавлен 28.03.2012The education system in the United States of America. Pre-school education. Senior high school. The best universities of national importance. Education of the last level of training within the system of higher education. System assessment of Knowledge.
презентация [1,4 M], добавлен 06.02.2014Approach - one’s viewpoint toward teaching. The set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom. Learner, performance and competency based approach. Teacher’s and student’s role in the teaching.
презентация [447,5 K], добавлен 21.10.2015Программа online обучения как программа, основанная на изучении материалов и взаимодействии студента с преподавателем посредством сети Интернет. Особенности процесса проектирования изделия. Виртуальный университет и виртуальное рабочее место одновременно.
реферат [12,1 M], добавлен 26.03.2011Main part: Reading skills. A Writing Approach to–Reading Comprehension–Schema Theory in Action. The nature of foreign-language teaching. Vocabulary teaching techniques.
курсовая работа [23,8 K], добавлен 05.12.2007Роль субъектной позиции обучающегося в процессе освоения образовательных программ. История и перспективы движения World Skills в России, его эффективность для формирования профессиональных компетенций, повышения престижа и популяризации рабочих профессий.
статья [20,9 K], добавлен 07.08.2017School attendance and types of schools. Pre-school and elementary education. Nursery schools and kindergartens which are for children at the age of 4 - 6. The ideal of mass education with equal opportunity for all. Higher education, tuition fees.
реферат [20,5 K], добавлен 01.04.2013Modern education system in the UK. Preschool education. The national curriculum. Theoretical and practical assignments. The possible scenarios for post-secondary education. Diploma of higher professional education. English schools and parents' committees.
презентация [3,3 M], добавлен 05.06.2015Study the history of opening of the first grammar and boarding-schools. Description of monitorial system of education, when teacher teaches the monitors who then pass on their knowledge to the pupils. Analysis the most famous Universities in Britain.
презентация [394,4 K], добавлен 29.11.2011Italy - the beginner of European education. Five stages of education in Italy: kindergarten, primary school, lower secondary school, upper secondary school, university. The ceremony of dedication to students - one of the brightest celebrations in Italy.
презентация [3,8 M], добавлен 04.04.2013Reading is the foundation on which academic skills of an individual are built. The importance of teaching reading. Developing reading skills and strategies. Stages of conducting reading and reading activities. Rules of training of the advanced readers.
курсовая работа [36,2 K], добавлен 10.04.2012The impact of the course Education in Finland on my own pedagogical thinking and comparison of the Finnish school system and pedagogy with my own country. Similarities and differences of secondary and higher education in Kazakhstan and Finland.
реферат [15,2 K], добавлен 01.04.2012Teaching practice is an important and exciting step in the study of language. Description of extracurricular activities. Feedback of extracurricular activity. Psychological characteristic of a group and a students. Evaluation and testing of students.
отчет по практике [87,0 K], добавлен 20.02.2013Studying the system of education in Britain and looking at from an objective point of view. Descriptions of English school syllabus, features of infant and junior schools. Analyzes the categories of comprehensive schools, private and higher education.
презентация [886,2 K], добавлен 22.02.2012The employment of Internet in teaching Foreign Languages. The modern methods of teaching 4 basic skills. The usage of Internet technologies for effective Foreign Languages acquisition. Analysis of experience: my and teachers of Foreign Languages.
курсовая работа [2,3 M], добавлен 30.03.2016What are the main reasons to study abroad. Advantages of studying abroad. The most popular destinations to study. Disadvantages of studying abroad. Effective way to learn a language. The opportunity to travel. Acquaintance another culture first-hand.
реферат [543,8 K], добавлен 25.12.2014
