scholarly journals Understanding the Barriers to the Use of MOOCs in a Developing Country: An Innovation Resistance Perspective

2018 ◽  
Vol 57 (3) ◽  
pp. 571-590 ◽  
Author(s):  
Long Ma ◽  
Chei Sian Lee
Keyword(s):  
Digital Divide ◽  
Developing Country ◽  
Online Courses ◽  
Educational Opportunities ◽  
Self Control ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Resistance Theory

Despite the promised benefits of MOOCs (Massive Open Online Courses) to address the digital divide and promote equity in educational opportunities, the use of MOOCs is still lagging especially in developing countries. The purpose of this study is to investigate the barriers underlying the adoption of MOOCs in the context of a developing country. Drawing from the theoretical framework of innovation resistance theory, this study conducted focus group discussions with 69 college students in China, a major developing country in Asia. It was found that innovation resistance theory is plausible to explain the barriers to adopting MOOCs. Our results showed that the main barriers in the adoption of MOOCs encountered by students in a developing country are usage barrier, value barrier, and tradition barrier. Furthermore, to complement the perspective of innovation resistance theory, this study also conducted an inductive analysis to identify other types of obstacles hindering students' use of MOOCs. It was found that individual factors (e.g., self-control and attitude) as well as the environment (e.g., promotion and economical circumstance) are also barriers to the use of MOOCs. Implications and suggestions for practice are also discussed.

Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico

2017 ◽  
pp. 337-351
Author(s):  
Ricardo Mendoza-Gonzalez ◽  
Laura C. Rodríguez-Maríinez ◽  
Mario A. Rodríguez-Díaz
Keyword(s):  
Digital Divide ◽  
State Government ◽  
Digital Literacy ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Government Programs ◽  
Nuevo Leon ◽  
Government Program ◽  
Current Program

Several government programs oriented to contribute in reducing digital divide gaps have emerge in Mexico, particularly in States like Jalisco, Nayarit, Nuevo Leon, Veracruz, and Aguascalientes. However, current alternatives have certain weaknesses and issues that should be solved in order to provide appropriate literacy. To contribute in achievement of this goal, here is proposed an alternative to conform a strategy based on Massive Open Online Courses (MOOCs). First, a study was performed to establish the actual level of digital competences of current program users, and then obtained feedback was considered to structure the contents to offer through the MOOCs. This study was performed in the Aguascalientes state government program Vagones de Ciencia.

Users' Digital Competences Study to Design MOOCs for Digital Literacy in Mexico

2016 ◽  
pp. 15-29
Author(s):  
Ricardo Mendoza-Gonzalez ◽  
Laura C. Rodríguez-Maríinez ◽  
Mario A. Rodríguez-Díaz
Keyword(s):  
Digital Divide ◽  
State Government ◽  
Digital Literacy ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Government Programs ◽  
Nuevo Leon ◽  
Government Program ◽  
Current Program

Several government programs oriented to contribute in reducing digital divide gaps have emerge in Mexico, particularly in States like Jalisco, Nayarit, Nuevo Leon, Veracruz, and Aguascalientes. However, current alternatives have certain weaknesses and issues that should be solved in order to provide appropriate literacy. To contribute in achievement of this goal, here is proposed an alternative to conform a strategy based on Massive Open Online Courses (MOOCs). First, a study was performed to establish the actual level of digital competences of current program users, and then obtained feedback was considered to structure the contents to offer through the MOOCs. This study was performed in the Aguascalientes state government program Vagones de Ciencia.

MOOCs in TVET Sectors of Developing Countries

2018 ◽  
pp. 22-47
Author(s):  
Md. Shahadat Hossain Khan ◽  
Mutwalibi Nambobi ◽  
Md. Sakawat Ali
Keyword(s):  
Developing Countries ◽  
Educational Technology ◽  
Developing Country ◽  
Online Courses ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Recent Innovation ◽  
The Developed Countries

This chapter discusses about the recent innovation in the area of educational technology, which is widely known as Massive Open Online Courses (MOOCs). Very few studies in the existing literature elaborated about the MOOCs in the developed countries, where the focus was on mainly asserting the nature of MOOCs platform and its possibilities. However, very less attention has been observed in relation to incorporate MOOCs in TVET sectors of developing countries. In order to fill this gap, this chapter has four main areas to discuss: provides general features of MOOCs platform; identifies benefits of incorporating MOOCs; presents emerging possibilities of using MOOCs; and identifies the challenges confronting TVET sectors for integrating MOOCs in any developing country. In order to improve the present constraints, this chapter further provides suggestions and recommendations that are useful for TVET stakeholders for formulating policies in relation to MOOCs.

scholarly journals Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study

BMJ Open ◽  
2015 ◽  
Vol 5 (1) ◽  
pp. e006804-e006804 ◽  
Author(s):  
O. A. Aboshady ◽  
A. E. Radwan ◽  
A. R. Eltaweel ◽  
A. Azzam ◽  
A. A. Aboelnaga ◽  
...  
Keyword(s):  
Medical Students ◽  
Developing Country ◽  
Online Courses ◽  
Cross Sectional Study ◽  
Massive Open Online Courses ◽  
Sectional Study ◽  
Massive Open Online ◽  
Cross Sectional

scholarly journals A contribution to the process of designing for learning in Massive Open Online Courses (MOOCs)

2021 ◽  
Vol 5 (1) ◽  
pp. 120-124
Author(s):  
Aracele Garcia de Oliveira Fassbinder ◽  
Ellen Francine Barbosa
Keyword(s):  
Online Courses ◽  
Learning Experiences ◽  
Educational Opportunities ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Massive Open Online ◽  
Technological Advances ◽  
Enhanced Learning

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning.

scholarly journals Success and Challenges in MOOCs: A Literature Systematic Review Technique

TEM Journal ◽  
2021 ◽  
pp. 1728-1732
Author(s):  
Wirapong Chansanam ◽  
Kornwipa Poonpon ◽  
Theeradej Manakul ◽  
Umawadee Detthamrong
Keyword(s):  
Media Coverage ◽  
Online Courses ◽  
Low Cost ◽  
Rapid Evolution ◽  
Content Delivery ◽  
Educational Opportunities ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Internet Connection ◽  
Quality Learning

The rapid evolution of massive open online courses (MOOCs) has attracted widespread media coverage to the propensity of conventional education methods to disrupt readily available and free or cheap content delivery. MOOCs enable the possibility to offer students, even throughout the leastserved parts of the globe, access to high-quality learning. MOOCs are progressively seen as a possibility for millions worldwide who want free or low-cost educational opportunities. The students just required a well-established internet connection to register for MOOCs. However, at the same time, Where MOOCs have such options of openness and flexibility, there are some challenges to MOOCs that are present as well. In this article, we have tried to examine all possible factors contributing to MOOCs and learners as a success, along with the challenges faced by MOOCs.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science
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