واکاوی آمادگی‌ فراگیران جهت شرکت در دوره‌های برخط آزاد انبوه(موک)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 مربی، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

2 مربی، گروه الهیات، دانشگاه پیام نور، تهران، ایران

چکیده

هدف: هدف اصلی پژوهش حاضر، شناسایی آمادگی‌ فراگیران جهت شرکت در دوره‌های برخط آزاد انبوه(موک)، به منظور ایجاد یک چارچوب مفهومی و توسعه‌ی مبانی نظری آن بود. روش: این پژوهش از نوع پژوهش‌های کیفی است که با استفاده از رویکرد مبتنی بر پدیدارشناسی توصیفی انجام گرفت. مشارکت‌کنندگان در این پژوهش 25 نفر از متخصصان و صاحبنظران حوزه دوره‌های برخط آزاد انبوه(موک) بودند. انتخاب مشارکت‌کنندگان بر حسب تجربه و نیز آشنایی کلی با موضوع صورت گرفت. داده‌ها از طریق مصاحبه، به روش هدایت کلیات و به صورت نیمه ساختاریافته، گردآوری شد و تا رسیدن به اشباع نظری ادامه یافت. داده‌ها با استفاده از روش تحلیل محتوای استقرایی در سه سطح باز، محوری و گزینشی تحلیل شد. یافته‌ها: نتایج پژوهش نشان داد که آمادگی‌ فراگیران جهت شرکت در دوره‌های برخط آزاد انبوه(موک) شامل پنج مؤلفه اصلی: شایستگی‌های فنی، شایستگی‌های اجتماعی، شایستگی‌های یادگیری، شایستگی‌های فردی و شایستگی‌های نگرشی و فرهنگی؛ و هشت زیرمؤلفه است.نتیجه‌گیری: آمادگی فراگیران دوره‌های موک یک عامل مهم و تأثیرگذار در تبت‌نام، ادامه و پیگیری این نوع آموزش‌های آنلاین است که نیازمند شناسایی و بررسی است.

کلیدواژه‌ها


عنوان مقاله [English]

Identification of Learners Readiness for Massive Open Online courses (MOOC)

نویسندگان [English]

  • sakine ashrafi 1
  • frooman hydarnejad 2
2 مربی دانشگاه پیام نور
چکیده [English]

Abstract
Aim: The aim of present research is to identify indicators of learners' readiness to participate in Massive Open Online courses (MOOC). Method: This qualitative research was conducted using a descriptive phenomenological approach. Participants in this study included 25 experts' online learning and MOOC courses .The selection of contributors was based on experience and general familiarity with the subject. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using inductive content analysis method was conducted in three open, axial and selective levels. Findings:The findings of the study showed that learners' readiness to participate in MOOC courses consists of five main components that which are: Technical competencies, social competencies, learning competencies, individual competencies, attitudinal and cultural competencies; and eight sub-components. Results:Learners' readiness to participate in MOOC is an important factor in the register, continuation and follow-up of this type of online training that needs to be identified and reviewed.

کلیدواژه‌ها [English]

  • "learning readiness"
  • "Massive Open Online courses(MOOC)"
  • " پژوهش کیفی"
Adams, D., Sumintono, B., Mohamed, A., & Noor, N. S. M.(2018). E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution. Malaysian Journal of Learning and Instruction, 15(2), 227-256.
Agonács, N., & Matos, J. F.(2019). Self-directed learning readiness of Language MOOC learners. In EMOOCs-WIP(pp. 1-7).
Al Dhlan, K. A.(2017). MOOC as a Tool for Computer Sciences Academic Staff, Continued Professional Development(CPD) in Hail University, Saudi Arabia.Journal of Computer Science & Systems Biology, 10(1), 1–3.
Bazargan, H.A. (2015), “An Introduction For Qualitative Research Methods; Common Approaches To Behavioral Sciences”,
Didar Publications. )in Persian
(. Bendou, K., Megder, E., & Cherkaoui, C.(2017). Animated pedagogical agents to assist learners and to keep them motivated on Online Learning Environments(LMS or MOOC). International Journal of Computer Applications, 168(6), 46-53.
Bentley, P., Crump, H., Cuffe, P., Gniadek, B. J., MacNeill, S., & Mor, Y.(2014). Signals of Success and Self-Directed Learning. EMOOC 2014: European MOOC Stakeholder Summit. Proceedings, pp. 5-10.
Blayone, T.(2018). Reexamining digital-learning readiness in higher education: Positioning digital competencies as key factors and a profile application as a readiness tool. International Journal on E-Learning, 17(4), 425-451.
Borrás-Gené, O., Martínez-Núñez, M., & Fidalgo Blanco, Á. (2015). Gamificación de un MOOC y su comunidad de aprendizaje a través de actividades. In La Sociedad del Aprendizaje. Actas del III Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC (pp. 635-640).
Castaño-Muñoz, J., Kreijns, K., Kalz, M., & Punie, Y.(2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education, 29(1), 28-46.
Chatterjee, P., & Nath, A.(2014). Massive open online courses(MOOCs) in education—A case study in Indian context and vision to ubiquitous learning. In MOOC, Innovation and Technology in Education(MITE), 2014 IEEE International Conference on(pp. 36-41).
Chen, J. C. C.(2013). Opportunities and challenges of MOOCs: perspectives from Asia.‏ Cohen, A., Shimony, U., Nachmias, R., & Soffer, T.(2019). Active learners’ characterization in MOOC forums and their generated knowledge. British Journal of Educational Technology, 50(1), 177-198.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. )in Persian.(
Crossley, S., McNamara, D. S., Baker, R., Wang, Y., Paquette, L., Barnes, T., & Bergner, Y.(2015). Language to Completion: Success in an Educational Data Mining Massive Open Online Class. International Educational Data Mining Society.
Escher, G., Noukakis, D., & Aebischer, P.(2014). Boosting higher education in Africa through shared massive open online courses(MOOCs). Education, learning, training: Critical issues for development, 195.
Fadzil, M., Latif, L. A., Kassim, Z. A., & Subramaniam, T. T.(2016). MOOCs Readiness among Malaysian Adult Learners. Fini, A. (2009). The technological dimension of a massive open online course: The case of the CCK08 course tools. International Review of Research in Open and Distributed Learning, 10(5).
Fisher,R (2005) Teaching children to think Translated by Masoud Saffari Moghadam and Afsaneh Najarian, (2017) Tehran, Guzen Publications. )in Persian(.
Foroughi, A.(2019). Psycho-Social Aspects of Learning in MOOC Courses. Journal of Management, 1(6), 26-42. Gaebel, M.(2014).MOOCs: Massive open online courses.
EUA. García-Peñalvo, F. J., Cruz-Benito, J., Borrás-Gené, O., & Blanco, Á. F.(2015). Evolution of the Conversation and Knowledge Acquisition in Social Networks related to a MOOC Course. In Learning and collaboration technologies(pp. 470-481).
Grünewald, F., Mazandarani, E., Meinel, C., Teusner, R., Totschnig, M., & Willems, C. (2013). openHPI-a Case-Study on the Emergence of two Learning Communities. Paper presented at the IEEE Global Engineering Education Conference, Europe.
Guo, P. J., & Reinecke, K. (2014). Demographic differences in how students navigate through MOOCs. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 21-30).
Hartnett, M., St George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent. International Review of Research in Open and Distributed Learning, 12(6), 20-38.
Heo, J., & Han, S.(2018). Effects of motivation, academic stress and age in predicting self-directed learning readiness(SDLR): Focused on online college students. Education and Information Technologies, 23(1), 61-71.
Holotescu, C., & Grosseck, G.(2018). Towards a MOOC-related Strategy in Romania. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 9, 99-109.
James, P. K., & Christian, I. E.(2016). Learners Readiness for xMOOCs: Inequity in Nigeria. European Journal of Computer Science and Information Technology, 4(3), 16-46.
Jung, E., Kim, D., Yoon, M., Park, S., & Oakley, B.(2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computers & Education, 128, 377-388.
Jung, Y., & Lee, J. (2018). Learning engagement and persistence in massive open online courses (MOOCS). Computers & Education, 122, 9-22.
Kizilcec, R. F., Piech, C., & Schneider, E.(2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the third international conference on learning analytics and knowledge(pp. 170-179).
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19-38.
Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International Journal of Self-Directed Learning, 7(2), 1-18.
Levy, Y., & Ramim, M. M.(2017). The e-learning skills gap study: Initial results of skills desired for persistence and success in online engineering and computing courses. In Proceeding of the Chais 2017 Conference on Innovative and Learning Technologies Research(pp. 57-68).
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. McAuley, A., Stewart, B., Siemens, G., & Cormier, D.(2010). The MOOC model for digital practice.
Milligan, C., & Littlejohn, A.(2017). Why study on a MOOC? The motives of students and professionals. The International Review of Research in Open and Distributed Learning, 18(2).
Mustafa, N. (2020). Impact of the 2019–20 coronavirus pandemic on education. International Journal of Health Preferences Research, 1-12.
Ong, D., & Jambulingam, M. (2016). Reducing employee learning and development costs: the use of massive open online courses (MOOC). Development and Learning in Organizations: An International Journal.
Prayaga, P., Rennie, E., Pechenkina, E., & Hunter, A.(2017). Digital literacy and other factors influencing the success of online courses in remote Indigenous communities. In Indigenous Pathways, Transitions and Participation in Higher Education(pp. 189-210).
Springer, Singapore Puspitasari, K. A., & Listyarini, S.(2018) e- learning readiness of distance learning.
Rajabi, H., & Virkus, S.(2017). The potential and readiness of Tallinn University to establish massive open online courses(MOOCs). Qualitative and Quantitative Methods in Libraries, 2(4), 431-439.
Sheu, F. R., Bonk, C. J., & Kou, X. (2013). A mixed methods look at self-directed online learning: MOOCs, open education, and beyond. In 25th Annual Ethnographic & Qualitative Research Conference. Cedarville, OH.
Shi, Y., Li, X., Haller, A., & Campbell, J.(2018). Knowledge pricing structures on MOOC platform-A use case analysis on edX. In PACIS(p. 181).
Soyemi, O., Ojo, A., & Abolarin, M.(2018). Digital Literacy Skills and MOOC Participation among Lecturers in a Private University in Nigeria.
Subramaniam, T. T., Suhaimi, N. A. D., Latif, L. A., Kassim, Z. A., & Fadzil, M.(2019). MOOCs Readiness. The International Review of Research in Open and Distributed Learning, 20(3).
Tahiru, M., & Kamaludeen, R.(2018). Exploring MOOC Acceptance and Readiness among Postgraduate Students at a Higher Learning Institution. IIUM Journal of Educational Studies, 6(1), 69-81.
Terras, M. M., & Ramsay, J.(2015). Massive open online courses(MOOCs): Insights and challenges from a psychological perspective. British Journal of Educational Technology, 46(3), 472-487.
Unicef.(2012). School readiness: A conceptual framework. United Nations Children’s Fund: New York, NY, USA.
Wan, J., Lu, Y., Wang, B., & Zhao, L.(2017). How attachment influences users’ willingness to donate to content creators in social media: A socio-technical systems perspective. Information & Management, 54(7), 837-850.
Xiong, Y., & Suen, H. K.(2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education, 64(2), 241-263.
Yuan, L., & Powell, S. J.(2015). Partnership model for entrepreneurial innovation in open online learning. E-learning Papers, 41.