Investigating a MOOC educational model and the attitude of university students towards digital education

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
S. Huszár, Zoltán Majó Petri, László Dinya, Szabolcs Prónay
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引用次数: 0

Abstract

COVID-19 pandemic was a global crisis in one hand but at the same time it positioned distance learning in the forefront of the education worldwide. Digital educational and MOOC methodologies were suddenly utilised in wide spectrum - but with mixed results. In our paper we show that MOOC type of education can be an operational model for mass personalisation in higher education. Building on Technology Acceptance Models (TAM), we demonstrate the results of an empirical exploration research proving that such an autonomous - kind of 'campusless' - digital educational solution can be acceptable to higher education students. We conclude that MOOC education has proved to be viable/relevant based on the experience of our analysed population, but only if it efficiently supports learning and is suitable to promote autonomous learning. It also means that a simple solution does not necessarily result in a positive attitude among students.
MOOC教育模式及大学生对数字化教育的态度调查
2019冠状病毒病大流行一方面是一场全球性危机,但同时也将远程教育推向了全球教育的前沿。数字教育和MOOC方法突然被广泛应用,但结果好坏参半。在我们的论文中,我们表明MOOC类型的教育可以成为高等教育中大规模个性化的运营模式。在技术接受模型(TAM)的基础上,我们展示了一项实证探索研究的结果,证明了这种自主的“无校园”数字教育解决方案是可以被高等教育学生接受的。根据我们分析的人群的经验,我们得出结论,MOOC教育已被证明是可行的/相关的,但前提是它有效地支持学习并适合促进自主学习。这也意味着一个简单的解决方案并不一定会在学生中产生积极的态度。
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来源期刊
International Journal of Technology Enhanced Learning
International Journal of Technology Enhanced Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.80
自引率
6.70%
发文量
28
期刊介绍: IJTEL focuses on promoting and disseminating research in e-learning and distance education worldwide. It encourages multidisciplinary research in online learning/teaching, technology-enabled design and deployment of academic programmes, teaching projects and initiatives, emerging technologies and applications, blended online and face-to-face teaching modes, materials and pedagogy. IJTEL aims: to provide holistic, multidisciplinary discussion on technology-enhanced learning research; to promote international collaboration and the exchange of ideas/know-how on technology-enhanced learning; and to investigate strategies on how technology-enhanced learning can promote sustainable development. Topics covered include: -Technology enhanced learning (TEL) domain -Key issues: effective strategies, learning models/theories -ICT deployment in education: policy, integration, extensibility, interoperability -Pedagogical theories/models, constructivist approaches -Collaborative/context aware/personalised approaches -Communities of learners -Web 2.0, semantic web -Adaptive/personalised hypermedia, metadata/content standards -Free/open source software, ubiquitous/pervasive/grid technologies -Intelligent agents, learning management systems, emerging technologies -TEL practices in different educational/learning contexts -Surveys of TEL adoption in education -TEL tools/emerging technologies, new generation TEL -Government policies for TEL promotion -Challenges, future of TEL, roadmaps for the future
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