Abstract/Description

MOOCs (Massive Online Open Online Course), a recent concept in online education, are built to boost the use of open educational resources. MOOCs are believed to be a potential game-changer in educational technology, seamlessly combining with traditional teaching and learning resources demanded by the 21st century and the fourth industrial revolution (Virani et al., 2020). The pandemic forced universities worldwide to adopt online teaching through numerous internet-supported teaching tools and online learning resources, including MOOCs (Chakraborty et al., 2021; Al Kaabi, 2021). MOOCs offer free, high-quality resources from top universities globally, significantly making higher education accessible to learners of all ages, backgrounds, and regions (Deng et al., 2019). However, leveraging MOOCs presents challenges related to technology, social dynamics, and financial constraints that require thoughtful consideration. Self-efficacy among students, which pertains to their belief in their ability to perform specific tasks, plays a crucial role in the effectiveness of MOOCs. Higher education institutions have meticulously crafted and put into practice diverse strategies and initiatives aimed at providing comprehensive support and guidance. These multifaceted approaches encompass a wide spectrum of resources, programs, and interventions, all dedicated to fostering and enhancing students' self-belief in their capabilities and competence. The results of research conducted by Armellini and Rodriguez (2017) revealed notable statistical improvements in overall self-efficacy after the completion of the MOOC. Additionally, there were marked increases in perceived selfefficacy related to five out of six study skills. Shao and Chen (2021) found that MOOC-based blended learning designs were helpful for providing help and resolving problems. Applying MOOC to blended learning is conducive to promoting qualified learning resources sharing and educational equity, deepening classroom reforms, and improving learning efficiency.

Keywords

MOOC, Mentored Blended Learning, Teacher's skill, Self-Efficacy, MOOC model, Effects of the mentored blended learning

Location

MAV 1 room, Adamjee building

Session Theme

Human Development and Inclusion I

Session Type

Parallel Technical Session

Session Chair

Nasir Iqbal, Pakistan Institute of Development Economics

Session Discussant

Khadija Bari, Institute of Business Administration ; Fatima Sadik, Institute of Business Administration

Start Date

9-12-2024 2:30 PM

End Date

9-12-2024 4:30 PM

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Dec 9th, 2:30 PM Dec 9th, 4:30 PM

Integrating Human Development in Teacher Training: The Role of Mentored Blended Learning and MOOCs

MAV 1 room, Adamjee building

MOOCs (Massive Online Open Online Course), a recent concept in online education, are built to boost the use of open educational resources. MOOCs are believed to be a potential game-changer in educational technology, seamlessly combining with traditional teaching and learning resources demanded by the 21st century and the fourth industrial revolution (Virani et al., 2020). The pandemic forced universities worldwide to adopt online teaching through numerous internet-supported teaching tools and online learning resources, including MOOCs (Chakraborty et al., 2021; Al Kaabi, 2021). MOOCs offer free, high-quality resources from top universities globally, significantly making higher education accessible to learners of all ages, backgrounds, and regions (Deng et al., 2019). However, leveraging MOOCs presents challenges related to technology, social dynamics, and financial constraints that require thoughtful consideration. Self-efficacy among students, which pertains to their belief in their ability to perform specific tasks, plays a crucial role in the effectiveness of MOOCs. Higher education institutions have meticulously crafted and put into practice diverse strategies and initiatives aimed at providing comprehensive support and guidance. These multifaceted approaches encompass a wide spectrum of resources, programs, and interventions, all dedicated to fostering and enhancing students' self-belief in their capabilities and competence. The results of research conducted by Armellini and Rodriguez (2017) revealed notable statistical improvements in overall self-efficacy after the completion of the MOOC. Additionally, there were marked increases in perceived selfefficacy related to five out of six study skills. Shao and Chen (2021) found that MOOC-based blended learning designs were helpful for providing help and resolving problems. Applying MOOC to blended learning is conducive to promoting qualified learning resources sharing and educational equity, deepening classroom reforms, and improving learning efficiency.