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Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis

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@article{IJASEIT1299,
   author = {Siti Feirusz Ahmad Fesol},
   title = {Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis},
   journal = {International Journal on Advanced Science, Engineering and Information Technology},
   volume = {6},
   number = {6},
   year = {2016},
   pages = {1141--1147},
   keywords = {Student readiness; Student adaptability; MOOC; Online learning; Blended learning},
   abstract = {Massive Open Online Learning (MOOC) is one of the rapidly growing and the most trending online learning platform throughout the world. As reported by Class Central up until December 2015, there are more than a total of 4200 courses, which enrolled more than 35 million students and adopted by more than 500 universities all over the world. Thus, the objective of this study is to identify the students’ readiness towards MOOC technical courses based on blended learning approach. This study adapted quantitative based approach to analyse the data gathered.  Descriptive analysis and factor analysis are used to empirically analyse a total of 39 items on student attitude towards blended learning. This study successfully in developing six dimensions of student attitude towards the implementation of MOOC learning. The attributes namely are attitude towards learning flexibility, online learning, study management, technology, online interaction, and classroom learning. The findings summarized that, when students had a positive attitude towards learning flexibility, online learning, study management, technology, and online interaction, the students were more likely to adapt to blended learning and highly ready towards MOOC learning. On the other hand, when students had a positive attitude towards classroom learning, they were less likely ready towards MOOC learning, as they would prefer to meet their lecturers and friends in a physical lecture class compared to on the web-based. Understanding of student’s readiness towards MOOC learning based on blended learning approach is one of the critical success factors for implementing successful MOOC by higher learning institutions.},
   issn = {2088-5334},
   publisher = {INSIGHT - Indonesian Society for Knowledge and Human Development},
   url = {http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=1299},
   doi = {10.18517/ijaseit.6.6.1299}
}

EndNote

%A Ahmad Fesol, Siti Feirusz
%D 2016
%T Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis
%B 2016
%9 Student readiness; Student adaptability; MOOC; Online learning; Blended learning
%! Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis
%K Student readiness; Student adaptability; MOOC; Online learning; Blended learning
%X Massive Open Online Learning (MOOC) is one of the rapidly growing and the most trending online learning platform throughout the world. As reported by Class Central up until December 2015, there are more than a total of 4200 courses, which enrolled more than 35 million students and adopted by more than 500 universities all over the world. Thus, the objective of this study is to identify the students’ readiness towards MOOC technical courses based on blended learning approach. This study adapted quantitative based approach to analyse the data gathered.  Descriptive analysis and factor analysis are used to empirically analyse a total of 39 items on student attitude towards blended learning. This study successfully in developing six dimensions of student attitude towards the implementation of MOOC learning. The attributes namely are attitude towards learning flexibility, online learning, study management, technology, online interaction, and classroom learning. The findings summarized that, when students had a positive attitude towards learning flexibility, online learning, study management, technology, and online interaction, the students were more likely to adapt to blended learning and highly ready towards MOOC learning. On the other hand, when students had a positive attitude towards classroom learning, they were less likely ready towards MOOC learning, as they would prefer to meet their lecturers and friends in a physical lecture class compared to on the web-based. Understanding of student’s readiness towards MOOC learning based on blended learning approach is one of the critical success factors for implementing successful MOOC by higher learning institutions.
%U http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=1299
%R doi:10.18517/ijaseit.6.6.1299
%J International Journal on Advanced Science, Engineering and Information Technology
%V 6
%N 6
%@ 2088-5334

IEEE

Siti Feirusz Ahmad Fesol,"Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis," International Journal on Advanced Science, Engineering and Information Technology, vol. 6, no. 6, pp. 1141-1147, 2016. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.6.6.1299.

RefMan/ProCite (RIS)

TY  - JOUR
AU  - Ahmad Fesol, Siti Feirusz
PY  - 2016
TI  - Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis
JF  - International Journal on Advanced Science, Engineering and Information Technology; Vol. 6 (2016) No. 6
Y2  - 2016
SP  - 1141
EP  - 1147
SN  - 2088-5334
PB  - INSIGHT - Indonesian Society for Knowledge and Human Development
KW  - Student readiness; Student adaptability; MOOC; Online learning; Blended learning
N2  - Massive Open Online Learning (MOOC) is one of the rapidly growing and the most trending online learning platform throughout the world. As reported by Class Central up until December 2015, there are more than a total of 4200 courses, which enrolled more than 35 million students and adopted by more than 500 universities all over the world. Thus, the objective of this study is to identify the students’ readiness towards MOOC technical courses based on blended learning approach. This study adapted quantitative based approach to analyse the data gathered.  Descriptive analysis and factor analysis are used to empirically analyse a total of 39 items on student attitude towards blended learning. This study successfully in developing six dimensions of student attitude towards the implementation of MOOC learning. The attributes namely are attitude towards learning flexibility, online learning, study management, technology, online interaction, and classroom learning. The findings summarized that, when students had a positive attitude towards learning flexibility, online learning, study management, technology, and online interaction, the students were more likely to adapt to blended learning and highly ready towards MOOC learning. On the other hand, when students had a positive attitude towards classroom learning, they were less likely ready towards MOOC learning, as they would prefer to meet their lecturers and friends in a physical lecture class compared to on the web-based. Understanding of student’s readiness towards MOOC learning based on blended learning approach is one of the critical success factors for implementing successful MOOC by higher learning institutions.
UR  - http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=1299
DO  - 10.18517/ijaseit.6.6.1299

RefWorks

RT Journal Article
ID 1299
A1 Ahmad Fesol, Siti Feirusz
T1 Towards MOOC for Technical Courses: A Blended Learning Empirical Analysis
JF International Journal on Advanced Science, Engineering and Information Technology
VO 6
IS 6
YR 2016
SP 1141
OP 1147
SN 2088-5334
PB INSIGHT - Indonesian Society for Knowledge and Human Development
K1 Student readiness; Student adaptability; MOOC; Online learning; Blended learning
AB Massive Open Online Learning (MOOC) is one of the rapidly growing and the most trending online learning platform throughout the world. As reported by Class Central up until December 2015, there are more than a total of 4200 courses, which enrolled more than 35 million students and adopted by more than 500 universities all over the world. Thus, the objective of this study is to identify the students’ readiness towards MOOC technical courses based on blended learning approach. This study adapted quantitative based approach to analyse the data gathered.  Descriptive analysis and factor analysis are used to empirically analyse a total of 39 items on student attitude towards blended learning. This study successfully in developing six dimensions of student attitude towards the implementation of MOOC learning. The attributes namely are attitude towards learning flexibility, online learning, study management, technology, online interaction, and classroom learning. The findings summarized that, when students had a positive attitude towards learning flexibility, online learning, study management, technology, and online interaction, the students were more likely to adapt to blended learning and highly ready towards MOOC learning. On the other hand, when students had a positive attitude towards classroom learning, they were less likely ready towards MOOC learning, as they would prefer to meet their lecturers and friends in a physical lecture class compared to on the web-based. Understanding of student’s readiness towards MOOC learning based on blended learning approach is one of the critical success factors for implementing successful MOOC by higher learning institutions.
LK http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=1299
DO  - 10.18517/ijaseit.6.6.1299