The acceptance factors and effectiveness of MOOC in the blended learning of computer architecture and organization course

Salman Firdaus Sidek

The acceptance factors and effectiveness of MOOC in the blended learning of computer architecture and organization course

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General Information

Title

The acceptance factors and effectiveness of MOOC in the blended learning of computer architecture and organization course

Type

Article

Main Author

Salman Firdaus Sidek

Additional Authors

Maizatul Hayati Mohamad Yatim
Shamsul Arrieya Ariffin

Subject

NC Drawing Design Illustration

Language Code

eng

Bibliographic Details

Place of Production

Tanjong Malim

Publisher

Fakulti Seni, Komputeran dan Industri Kreatif

Year of publication

2019

Degree Type

Others

Corporate Name

Universiti Pendidikan Sultan Idris

Abstract

Purpose of the study: This study examined the effectiveness of MOOC in the blended learning of Computer Architecture and Organization course based on the integration of online learning using MOOC and face-to-face learning. Specifically, the aim of the study was to identify factors that could influence student acceptance of MOOC in terms of immersion (IM) and intention to use (BIU) based on the HMSAM. Methodology: Quantitative approach through pre-test/post-test control group design was implemented in this study. Simple random sampling was carried out to recruit the study sample comprising 168 undergraduates from a population of 298 students. Pearson correlation analysis, ANOVA and multiple regression analysis were performed on the survey data collected using online questionnaire. Main Findings: Joy, control, perceived usefulness (PU) and curiosity were significantly correlated with IM while PU, joy and curiosity were significantly correlated with BIU. Control, PU, joy and curiosity were significant predictors of student acceptance in terms of IM and BIU. 33% of IM variances and 22% of BIU variances can be predicted by control, PU, joy and curiosity. Applications of this study: This study is useful in educational technology area where it shows that MOOC is a potent platform for blended learning, but its effectiveness relies on appropriate division of learning between online and face-to-face mode. Therefore the study on teaching and learning strategies, techniques and tools are widely open in order to improve the effectiveness of blended learning in the future. Novelty/Originality of this study: The finding suggests that the proportion of learning based on online and face-to-face mode should be carefully apportioned where the effectiveness of MOOC in the blended learning was significantly lower if it was used up to 71% and the effectiveness will be increased if only 29% of MOOC was used in the non-blended learning

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