Résumés
Abstract
This study seeks to investigate the readiness levels of adult students studying in Malaysian higher education institutions. The online questionnaire used in this study consists of 18 demographic variables and 43 items based on six constructs: technical competencies, communication competencies, social competencies, self-efficacy, self-directedness, and readiness. With a sample of 413 respondents, the constructs were evaluated using measures based on students’ self-identification with each item. Descriptive statistics depict competency, demographic profile of students, and level of readiness. The statistical analyses used for this study were Pearson correlation, multivariate analysis of variance, and structural equation modelling. All six constructs were reliable with Cronbach’s alpha (α) above 0.7. Findings indicate that self-efficacy was significant for massive open online course readiness, and additional factors that could influence this readiness are explored. The findings from this study provide important input towards designing effective massive open online courses.
Keywords:
- self-efficacy,
- self-directedness,
- MOOC,
- massive open online course,
- readiness,
- competency
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- Andone, D., Mihaeus, V., Ternauciuc, A., & Vasiu, R. (2015). Integrating MOOCs in traditional higher education. Proceedings of the EMOOCs 2015, the Third European MOOCs Stakeholders Summit, Belgium, 71-75. Retrieved from http://www.emoocs2015.eu/
- Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Education Pyschologist, 28(2), 117-148. Retrieved from https://www.uky.edu/~eushe2/Bandura/Bandura1993EP.pdf
- Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T., & de los Arcos, B. (2014). MOOCs: Striking the right balance between facilitation and self-determination. MERLOT Journal of Online Learning and Teaching, 10(1), 31-43. Retrieved from http://jolt.merlot.org/vol10no1/beaven_0314.pdf
- Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC phenomenon: Who takes massive open online courses and why? (Working Paper, University of Pennsylvania). Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2350964
- Haggard, S. (2013). The maturing of the MOOC: Literature review of massive open online courses and other forms of online distance learning (BIS Research Paper No. 130). Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf
- Hoyle, R. H. (1995). Structural equation modeling: Concepts, issues, and applications. [Google Book version]. Retrieved from https://books.google.com.my/books/about/Structural_Equation_Modeling.html?id=zFMYJqVeQUEC&redir_esc=y
- International Board of Standards for Training, Performance, and Instruction (IBSTPI). (2000). Instructional design competencies: The standards (3rd ed.). Syracuse, New York: Syracuse University.
- Jansen, D., & Schuwer, R. (2015 ). Institutional MOOC strategies in Europe: Status report based on a mapping survey conducted in October - December 2014. Heerlen, The Netherlands: European Association of Distance Teaching Universities (EADTU). Retrieved from https://www.researchgate.net/publication/286925234_Institutional_MOOC_strategies_in_Europe_Status_report_based_on_a_mapping_survey_conducted_in_October_-_December_2014
- Jenner, M., & Strawbridge, F. (2015). UCL's extended learning landscape. Proceedings of the EMOOCs 2015, the Third European MOOCs Stakeholders Summit, Belgium, 107-110. Retrieved from http://www.emoocs2015.eu/
- Kerka, S. (1998). Competency-based education and training: Myths and realities. Columbus, OH: ERIC Clearing House on Adult, Career, and Vocational Education (ERIC No. ED415430). Retrieved from https://files.eric.ed.gov/fulltext/ED415430.pdf
- Kilgore, W., & Lowenthal, P. R. (2015). The human element MOOC: An experiment in social presence. In R. D. Wright (Ed.), Student-teacher interaction in online learning environments (pp. 373-391). Retrieved from http://patricklowenthal.com/publications/preprint--The_Human_Element_MOOC.pdf
- King, E., & Alperstein, N.. (2014).. Challenges for students in online programs. (1st Ed.), Best practices in online program development (pp. 89). doi: 10.4324/9781315857176
- Koller, D., Ng, A., Do, A., & Chen, Z. (2013). Retention and intention in massive open online courses. EDUCAUSE Review, 48(3), 62-63. Retrieved from https://er.educause.edu/~/media/files/article-downloads/erm1337.pdf
- Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distance Learning (IRRODL), 12(7), 74-93. Retrieved from http://nparc.nrc-cnrc.gc.ca/nparc/eng/view/object/?id=561c1d40-92f3-4316-af6e-4f2cb42d5848
- Kpolovie, P. J., & Iderima, E. C. (2016). Learners readiness for xMOOCs: Inequity in Nigeria. European Journal of Computer Science and Information Technology, 4(3), 16-46. Retrieved from http://www.eajournals.org/wp-content/uploads/Learners----readiness-for-xMOOCS-Inequity-in-Nigeria.pdf
- Landine, J., & Stewart, J. (1998). Relationship between metacognition, motivation, locus of control, self-efficacy, and academic achievement. Canadian Journal of Counselling, 32(3), 200-212. Retrieved from https://pdfs.semanticscholar.org/d069/79039ae07be9917384b63b4e48c8530d7f65.pdf
- Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Education Technology Research Development, 59, 593-618. doi: 10.1007/s11423-010-9177-y
- Malaysian Qualifications Agency (MQA). (2016). Guidelines on credit transfer for MOOC. Petaling Jaya, Selangor: Malaysian Qualifications Agency. Retrieved from http://www2.mqa.gov.my/qad/garispanduan/2017/MOOC.pdf
- Manning, G. (2007). Self-directed learning: A key component of adult learning theory. Journal of the Washington Institute of China Studies, 2(2), 104-115. Retrieved from https://www.bpastudies.org/bpastudies/article/view/38/67
- McCroskey, J. C., & McCroskey, L. L. (1988). Self-report as an approach to measure communication competence. Communication Research Reports, 5(2), 108-113. Retrieved from http://www.jamescmccroskey.com/publications/143.pdf
- Mercado, C. A. (2008). Readiness assessment tool for an eLearning environment implementation. International Journal of the Computer, the Internet and Management, 16(SP3), 18.1-18.11. Retrieved from https://www.academia.edu/3294490/Readiness_Assessment_Tool_for_An_eLearning_Environment_Implementation
- Milligan, C., & Littlejohn, A. (2017). Why study on a MOOC? The motives of students and professionals. The International Review of Research in Open and Distance Learning (IRRODL), 18(2), 92-102. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3033/4117
- Milligan, C., Littlejohn, A., & Hood, N. (2016). Learning in MOOCs: A comparison study. Proceedings of the European MOOC Stakeholder Summit 2016, Austria, 15-26. Retrieved from http://oro.open.ac.uk/46383/8/Learninginmoocs.pdf
- Ministry of Education Malaysia (MOE). (2015). Malaysia education blueprint 2015-2025 (higher education). Putrajaya, Malaysia: Ministry of Education Malaysia. Retrieved from http://mohe.gov.my/muat-turun/awam/penerbitan/pppm-2015-2025-pt/5-malaysia-education-blueprint-2015-2025-higher-education
- Porter, D., & Beale, R. (2015). A policy brief on MOOCs. Retrieved from http://oasis.col.org/handle/11599/825
- Pscheida, D., Hoppe, C., Lißner, A., Sexauer, A., Müller, M., & Koehler, T. (2015). Massive open online courses as a tool for student counselling and study guidance: The example of MOOC@TU9. Proceedings of the EMOOCs 2015, the Third European MOOCs Stakeholders Summit, Belgium, 41-45. Retrieved from http://www.emoocs2015.eu/
- Roca, M.D. L., Morales, M., Teixeira, A.M., Sagastume, F., Rizzardini, R.H., & Barchino, R. (2018). MOOCs as a disruptive innovation to develop digital competence teaching: A micromasters program edX experience. European Journal of Open, Distance and E-learning, 21(2), 1-13. Retrieved from http://www.eurodl.org/materials/briefs/2018/De_La_Roca_et_al.pdf
- Roland, N., Uyttebrouck, E., & Emplit, P. (2015). A new participative space for MOOCs: Overtaking technological evolution to achieve educational innovation. Proceedings of the EMOOCs 2015, the Third European MOOCs Stakeholders Summit, Belgium, 18-22. Retrieved from http://www.emoocs2015.eu/
- Rutherford, R. B., Jr, Mathur, S. R., & Quinn, M. M. (1998). Promoting social communication skills through cooperative and direct instruction. Education and Treatment of Children, 21(3), 354-369. Retrieved from https://www.researchgate.net/publication/272197928_Cooperative_learning_and_social_skills_development
- Sa'don, N. F., Alias, R. A., Nakanishi, H., & Atan, N. A. (2017). Developers' perspectives on MOOC sustainability in Universiti Teknologi Malaysia. Malaysian Journal of Industrial Technology, 2(1), 82-89. Retrieved from http://mitec.unikl.edu.my/wp-content/uploads/2018/08/13.-DEVELOPERS-PERPSPECTIVES-ON-MOOC-SUSTAINABILITY-IN-UNIVERSITI-TEKNOLOGI-MALAYSIA-.pdf
- Seaton, D. T., Bergner, Y., Chuang, I., Mitros, P., & Pritchard, D. E. (2015). Who does what in a massive open online course? Communication of the ACM, 54(7), 58-65. doi: 10.1145/2500876
- Selim, H. M. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49 (2), 396-413. doi: 10.1016/j.compedu.2005.09.004
- Sharma, S., Mukherjee, S., Kumar, A., & Dillon, W. R. (2005). A simulation study to investigate the use of cutoff values for assessing model fit in covariance structure models. Journal of Business Research, 58(7), 935-943. doi: 10.1016/j.jbusres.2003.10.007
- Skrypnyk, S., de Vries, P., & Hennis, T. (2015). Reconsidering retention in MOOCs: The relevance of formal assessment and pedagogy. Proceedings of the EMOOCs 2015, the Third European MOOCs Stakeholders Summit, Belgium, 166-173. Retrieved from http://www.emoocs2015.eu/
- Sokolik, M. (2014). What constitutes an effective language MOOC? In E. M. Monje & E. B. Madera (Eds.), Language MOOCs: Providing learning, transcending boundaries (pp. 16-32). Warsaw, Berlin: De Gruyter Open.
- Tinto, V. (1998). Colleges as Communities: Taking research on student persistence seriously. The Review of Higher Education, 21(2), 167-177. Retrieved from http://muse.jhu.edu/journals/review_of_higher_education/v021/21.2tinto.html
- Vathanopas, V., & Thai-ngam, J. (2007). Competency requirements for effective job performance in the Thai public sector. Contemporary Management Research, 3(1), 45-70. Retrieved from http://www.academic-journals.org/CMR/cmr%20papers/(Vol.%2003,%20No.%2001)3.%20Pages%2045-70.pdf
- Willis, J., Spiers, L., & Gettings, P. (2013 ). MOOCs and Foucault's heterotopia: On community and self-efficacy. Paper presented at the Sixth International Conference of MIT's Learning International Networks Consortium (LINC), Cambridge, Massachusetts. Retrieved from http://linc.mit.edu/linc2013/proceedings/Session3/Session3Willis.pdf
- Yu, T., & Richardson, J. C. (2015). An exploratory factor analysis and reliability analysis of the student online leaning readiness (SOLR) instrument. Online Learning, 19(9), 120-141. Retrieved from https://files.eric.ed.gov/fulltext/EJ1085767.pdf
- Zawacki-Richter, O. (2004). The growing importance of support for learners and faculty in online distance education. Learner Support in Open, Distance Learning Environment, 9, 51-62 Retrieved from https://www.uni-oldenburg.de/fileadmin/user_upload/c3l/MDE/Download/asfvolume9_ebook.pdf#page=52
- Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents' development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In T. Urdan & F. Pajares (Eds.), Self-efficacy beliefs of adolescents. Charlotte, NC: Information Age.