UC@MOOC's Effectiveness by Producing Open Educational Resources

Open education is one of the most important settings in every society. It grants everyone the right to learn freely. Today, technology is helping to make learning even more open by providing an environment of online education, which plays a remarkable role in shortening distances and encouraging students to learn. At Cadi Ayyad University (UCA) the new-enrolled students are facing linguistics barriers as well as overcrowding in classrooms, in particular for those in open access institutions. Subsequently, they cannot have an easy access to their face-to-face courses. To help students to overcome these problems, the university has decided to design an online environment for all courses and programmes. The most innovative project adopted at UCA to face massification was inspired from the massive open online courses and was designed as an open Educational platform entitled UC@MOOC. More than 120 scripted courses have been posted online so far. In this paper we will describe and discuss an analytics research on geometrical optics course designed for around 2000 students at UCA. Through out this research we will explain how this initiative has been considered as a source of producing open educational resources

UC@MOOC's Effectiveness by Producing Open Educational Resources

Open education is one of the most important settings in every society. It grants everyone the right to learn freely. Today, technology is helping to make learning even more open by providing an environment of online education, which plays a remarkable role in shortening distances and encouraging students to learn. At Cadi Ayyad University (UCA) the new-enrolled students are facing linguistics barriers as well as overcrowding in classrooms, in particular for those in open access institutions. Subsequently, they cannot have an easy access to their face-to-face courses. To help students to overcome these problems, the university has decided to design an online environment for all courses and programmes. The most innovative project adopted at UCA to face massification was inspired from the massive open online courses and was designed as an open Educational platform entitled UC@MOOC. More than 120 scripted courses have been posted online so far. In this paper we will describe and discuss an analytics research on geometrical optics course designed for around 2000 students at UCA. Through out this research we will explain how this initiative has been considered as a source of producing open educational resources

UC@MOOC's Effectiveness by Producing Open Educational Resources

Open education is one of the most important settings in every society. It grants everyone the right to learn freely. Today, technology is helping to make learning even more open by providing an environment of online education, which plays a remarkable role in shortening distances and encouraging students to learn. At Cadi Ayyad University (UCA) the new-enrolled students are facing linguistics barriers as well as overcrowding in classrooms, in particular for those in open access institutions. Subsequently, they cannot have an easy access to their face-to-face courses. To help students to overcome these problems, the university has decided to design an online environment for all courses and programmes. The most innovative project adopted at UCA to face massification was inspired from the massive open online courses and was designed as an open Educational platform entitled UC@MOOC. More than 120 scripted courses have been posted online so far. In this paper we will describe and discuss an analytics research on geometrical optics course designed for around 2000 students at UCA. Through out this research we will explain how this initiative has been considered as a source of producing open educational resources

Factors and moderating effect of internet self-efficacy on Malaysia MOOCs continuance intention for higher education

MOOCs continuance intention is an open question as the completion rates and the overall use of the system were substantially low. Consequently, there have been extensive efforts to understand the phenomena. Yet, documented findings regarding the determinant of the continuous use of MOOCs are not all together consistent. To provide more insight, this study developed a research model consisting of four contributing factors related to MOOCs features, namely usefulness, enjoyment, interactivity and openness in order to understand how these factors affect MOOCs continuance intention at the higher education level in Malaysia. In addition, Internet self-efficacy was proposed as a moderator variable to give a better understanding of how the individual difference affects continuance intention. Using the quantitative approach, online questionnaires were distributed to students enrolled in Malaysia MOOCs program, registered in OpenLearning platform. A total of 267 valid questionnaires were used for the analysis using the Partial Least Square Path Model (PLSPM) approach. The findings revealed that continuance intention was directly affected by usefulness, enjoyment and openness, but not interactivity. Perhaps the tasks given in the MOOCs activities were more related to the individual assignment which does not trigger students to interact, causing them to feel less connected in the MOOCs environment. Then the analysis was run to test the moderating effect of Internet self-efficacy. The results indicated that Internet self-efficacy negatively moderated the relationship between usefulness, enjoyment, and interactivity on continuance intention respectively. This tendency implies that users at the lower end of the moderating effect tend to place more effort in achieving better continuance intention than those at the upper end. Overall, this study enriches the literature by providing evidence of the importance of MOOCs features in improving continuance intention and finally highlights the moderating effect of Internet self-efficacy on the relationship between MOOCs features and continuance intention

MOOCIFICATION? MOOCs, business models and business schools

The emergence of MOOCs (Massive Open Online Courses) and the visibility they have gained in the media and in academia have led some authors to question whether this disruptive technology would drastically change the world of education and business schools. While some business schools have started to develop MOOCs themselves, their overall effect on their business model is still not fully understood, and there is often much criticism within schools about their introduction. Divisions have emerged between advocates and outspoken critics. In this context, it seemed appropriate to seek to better understand the process, impacts and implications of the introduction of MOOCs on the business model of business schools. With a single case design, this thesis is an empirical, exploratory and inductive study. Thirty-three semi-structured interviews with targeted MOOC-specialist faculty members, managers and experts was the primary data, with secondary data also collected during this process. Overall, two main research findings have resulted from this study. First, six drivers that lead individuals and business schools to make and support MOOCs have been identified, and second, the impact of the introduction of MOOCs on the business model of business schools is reflected in three dimensions: changes to the value proposition; changes to teaching in the form of new resources, processes and knowledge; and changes to marketing with themes related to reputation, reach and awareness. This study was developed from the business school perspective, contributing to the business model literature by looking into the sector of executive education and management, which is evolving rapidly around the world and growing in importance in terms of its personal, institutional and social impacts. This study contributes to the literature on business models by describing how the use of MOOCs changes the business model of business schools. Specifically, their use broadens the value proposition of business schools and changes their teaching and marketing. The drivers for business schools to introduce MOOCs are to enhance their reputation, to create new marketing tools, to learn how to be prepared, to have a new way of teaching, and finally, to teach more people