logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE LTD
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
RHAPSODE LTD
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
open sources massive open online courses online courses

Perceptions and Proposals of University of Jordan Faculty Members towards Using Massive Open Online Courses in the Educational Process

Lara Al-Abed

This study aims at investigating the perceptions of the faculty members of the University of Jordan towards the use of The Massive Open Online Courses.

T

This study aims at investigating the perceptions of the faculty members of the University of Jordan towards the use of The Massive Open Online Courses (MOOCs) in the educational process and their suggestions to improve them, the study followed the descriptive / analytical approach. The sample consisted of (115) teachers from the faculty members of the University of Jordan, who were chosen intentionally during the second semester 2018/2017. A key tool was developed that was validated and consisted of (70 items). The results showed that the use of MOOCs courses was moderate and positively affect the support of the educational process. The results showed that there were no statistically significant differences attributed to the teaching experience, gender and academic rank variables. While the results showed that there are statistically significant differences to the degree of the use of the faculty members of the University of Jordan MOOCs courses in the educational process according to the collage variable. Results related to the second area of proposals for improving the use of MOOCs courses were also high. In the light of the results of the study, the researcher recommended, based on the answers of faculty members, the need to reconsider the importance of using electronic MOOCs courses in the educational process, And spreading a culture of awareness of the importance of using electronic environments in the educational process, to provide tangible financial and technical support for the production and design of MOOCs courses in cooperation with faculty members and the use of experts.

Keywords: Open sources, massive open online courses, online courses.

cloud_download PDF
Cite
Article Metrics
Views
394
Download
976
Citations
Crossref
2

Scopus
0

References

Anderson, T. (2013). Promise and/or peril: MOOCs and open and distance education. Commonwealth of Learning, 3, 1-9.

Balfour, S. P. (2013). Assessing writing in MOOCs: Automated essay scoring and calibrated peer review™. Research & Practice in Assessment, 8(2013), 40-48.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 1-44.

Hennessy, S., Onguko, B., Harrison, D., Ang’ondi, E. K., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing the use of information and communication technology to enhance teaching and learning in East African schools: Review of the literature. Centre for Commonwealth Education & Aga Khan University Institute for Educational Development–Eastern Africa Research Report. Retrieved from https://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf

Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341.

Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational research review, 12(2014), 45-58.

Jobe, W., Ostlund, C., & Svensson, L. (2014). MOOCs for professional teacher development. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1580-1586). Jacksonville, FL: Association for the Advancement of Computing in Education (AACE).

Liyanagunawardena, T. R., Lundqvist, K. O., & Williams, S. A. (2015). Massive open online courses and economic sustainability. European Journal of Open, Distance and e-Learning, 18(2), 95-111.

Malliga, P. (2013). A survey on MOOC providers for higher education. International Journal of Management & Information Technology, 7(1), 962-967.

Moreira, J.-A., Reis-Monteiro, A., & Machado, A. (2017). Higher education distance learning and e-learning in prisons in Portugal. Comunicar, 25(51), 39-49.

Munoz‐Merino, P. J., Ruiperez‐Valiente, J. A., Delgado Kloos, C., Auger, M. A., Briz, S., de Castro, V., & Santalla, S. N. (2017). Flipping the classroom to improve learning with MOOCs technology. Computer Applications in Engineering Education, 25(1), 15-25.

OECD. (2007). Giving knowledge for free: The emergence of open educational resources. Centre for Educational Research and Innovation.

Pena-Lopez, I. (2016). Innovating Education and Educating for Innovation. The Power of Digital Technologies and Skills.

Saadatmand, M., & Kumpulainen, K. (2014). Participants’ Perceptions of Learning and Networking in Connectivist MOOCs [Massive Open Online Courses]. Journal of Online Learning and Teaching10(1), 16-30

Segrave, S., & Holt, D. (2003). Contemporary learning environments: designing e-learning for education in the professions. Distance Education, 24(1), 7-24.

Sinclair, J., Boyatt, R., Rocks, C., & Joy, M. (2015). Massive open online courses: a review of usage and evaluation. International Journal of Learning Technology, 10(1), 71-93.

Tsai, F. S. (2013, July). The state of massive open online courses (MOOCs) in engineering education: Where do we go from here? Paper presented at the 120th ASEE Annual Conference and Exposition, Atlanta, GA.

Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67(2017), 221-232.

...