Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Also, abuse of mobile phones by teachers is commonplace in schools. The study recommends the need for a framework to guide teachers on the ethical use of the devices and for the curricula at all educational levels to incorporate content related to ICT use ethics.
{"title":"Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools","authors":"Hamisi Mfaume","doi":"10.56059/jl4d.v9i2.610","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.610","url":null,"abstract":"Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Also, abuse of mobile phones by teachers is commonplace in schools. The study recommends the need for a framework to guide teachers on the ethical use of the devices and for the curricula at all educational levels to incorporate content related to ICT use ethics.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41883498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to examine pre-service teachers’ readiness levels for online learning and engagement levels in the online environment in terms of various variables and to determine the relationship between readiness levels for online learning and engagement levels in the online environment. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of pre-service teachers who were studying in the faculty of education at a state university in Turkey. In the study, a personal information form, the “Online Learning Readiness Scale” and the “Student Engagement Scale” were used as measurement tools. Within the framework of quantitative data analysis, descriptive statistical techniques, Mann-Whitney U test, Kruskal-Wallis H test and Pearson correlation technique were used. When the research findings were examined, it was seen that the pre-service teachers’ readiness for online learning was high in all dimensions; when it comes to engagement in the online environment, it was observed that they obtained high mean scores in the total scale, and the behavioral engagement and cognitive engagement dimensions, while they obtained a moderate mean score in the affective engagement dimension. In addition, it is one of the important results of the study that there was a medium-level, positive and significant relationship between pre-service teachers’ readiness levels for online learning and engagement levels in the online environment.
{"title":"Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment","authors":"Gülçin Zeybek","doi":"10.56059/jl4d.v9i2.538","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.538","url":null,"abstract":"The aim of this study was to examine pre-service teachers’ readiness levels for online learning and engagement levels in the online environment in terms of various variables and to determine the relationship between readiness levels for online learning and engagement levels in the online environment. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of pre-service teachers who were studying in the faculty of education at a state university in Turkey. In the study, a personal information form, the “Online Learning Readiness Scale” and the “Student Engagement Scale” were used as measurement tools. Within the framework of quantitative data analysis, descriptive statistical techniques, Mann-Whitney U test, Kruskal-Wallis H test and Pearson correlation technique were used. When the research findings were examined, it was seen that the pre-service teachers’ readiness for online learning was high in all dimensions; when it comes to engagement in the online environment, it was observed that they obtained high mean scores in the total scale, and the behavioral engagement and cognitive engagement dimensions, while they obtained a moderate mean score in the affective engagement dimension. In addition, it is one of the important results of the study that there was a medium-level, positive and significant relationship between pre-service teachers’ readiness levels for online learning and engagement levels in the online environment.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45066628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nathasha Mohd Ishak, Harikrishnan Ranganathan, Kamalambal Harikrishnan
A new generation (Generation Z) of learners has entered universities/colleges. They were raised in an environment full of technology and high access to the online world which well affected their preferences for receiving information. It is indispensable to know their preferred learning style, which could aid in enhanced content delivery. The main aim of this study was to infer the Gen Z undergraduates’ learning preferences. In this cross-sectional study, convenience sampling was applied. The VARK questionnaire link was forwarded through the student WhatsApp groups. Descriptive and group comparisons were inferred using the chi-square test with p < 0.05 as level of significance. Three hundred Gen Z undergraduates from University of Cyberjaya participated in this study. There is a statistically significant higher preference for multimodal learning (75.7%) with higher preference among male Gen Z undergraduates. There is a statistically significant difference in the preference for various learning styles among the undergraduates who preferred unimodal learning style. Gen Z undergraduates at the University of Cyberjaya preferred the multimodal form of learning while the kinaesthetic mode of learning was highly preferred by both unimodal and multimodal learners.
新一代(Z一代)学习者已经进入大学。他们成长在一个充满科技和网络世界的环境中，这很好地影响了他们接受信息的偏好。了解他们喜欢的学习方式是必不可少的，这有助于增强内容交付。本研究的主要目的是推断Z世代大学生的学习偏好。在本横断面研究中，采用方便抽样。VARK问卷链接通过学生WhatsApp群转发。描述性和组间比较采用卡方检验，p < 0.05为显著性水平。赛城大学的300名Z世代本科生参与了这项研究。Z世代男性大学生对多模态学习的偏好较高(75.7%)，且偏好程度较高。偏好单模学习方式的大学生对不同学习方式的偏好差异有统计学意义。赛城大学(University of Cyberjaya)的Z世代本科生更喜欢多模态学习方式，而单模态和多模态学习者都更喜欢动觉学习方式。
{"title":"Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya","authors":"Nathasha Mohd Ishak, Harikrishnan Ranganathan, Kamalambal Harikrishnan","doi":"10.56059/jl4d.v9i2.584","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.584","url":null,"abstract":" A new generation (Generation Z) of learners has entered universities/colleges. They were raised in an environment full of technology and high access to the online world which well affected their preferences for receiving information. It is indispensable to know their preferred learning style, which could aid in enhanced content delivery. The main aim of this study was to infer the Gen Z undergraduates’ learning preferences. In this cross-sectional study, convenience sampling was applied. The VARK questionnaire link was forwarded through the student WhatsApp groups. Descriptive and group comparisons were inferred using the chi-square test with p < 0.05 as level of significance. Three hundred Gen Z undergraduates from University of Cyberjaya participated in this study. There is a statistically significant higher preference for multimodal learning (75.7%) with higher preference among male Gen Z undergraduates. There is a statistically significant difference in the preference for various learning styles among the undergraduates who preferred unimodal learning style. Gen Z undergraduates at the University of Cyberjaya preferred the multimodal form of learning while the kinaesthetic mode of learning was highly preferred by both unimodal and multimodal learners.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42368508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The discourse of educational philosophy has gradually shifted over years from pedagogy to andragogy to heutagogy. In pedagogy, what is learnt, and how, is both determined and directed by the teacher; in andragogy, it is determined by the teacher and directed by the learner; in heutagogy, both determination and direction shift to the learner (Blashke,Kenyon & Hase, 2014)[1]. This write up is a review of the publication entitled: Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent. The book under review explores the concept of self-directed learning (SDL) within the context of open education. It foregrounds open education as the preferred approach to addressing educational challenges in Africa, using technology and open education resources (OER). It also explores possibilities of enhancing SDL from different angles, like through online learning environments, through use of Open Education Resources (OER), and through professional and vocational education. The book makes a sound argument about developments that need to happen to leverage education and what needs to preoccupy the minds of educationists, policy makers and researchers in Africa. In this regard, the book only scratches the surface regarding approaches and tools that work to transform education in the content. This review strongly recommends that research that is more targeted at specific aspects dealt with in the book should be conducted in order to establish their efficacy in bringing about educational transformation in the different contexts in Africa. [1]Blashke, L.M., Kenyon, C. & Hase, S. (2014). Experiences in self-determined learning. New York: Amazon.
{"title":"Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent.","authors":"E. Mhlanga","doi":"10.56059/jl4d.v9i2.681","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.681","url":null,"abstract":"The discourse of educational philosophy has gradually shifted over years from pedagogy to andragogy to heutagogy. In pedagogy, what is learnt, and how, is both determined and directed by the teacher; in andragogy, it is determined by the teacher and directed by the learner; in heutagogy, both determination and direction shift to the learner (Blashke,Kenyon & Hase, 2014)[1]. This write up is a review of the publication entitled: Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent. The book under review explores the concept of self-directed learning (SDL) within the context of open education. It foregrounds open education as the preferred approach to addressing educational challenges in Africa, using technology and open education resources (OER). It also explores possibilities of enhancing SDL from different angles, like through online learning environments, through use of Open Education Resources (OER), and through professional and vocational education. The book makes a sound argument about developments that need to happen to leverage education and what needs to preoccupy the minds of educationists, policy makers and researchers in Africa. In this regard, the book only scratches the surface regarding approaches and tools that work to transform education in the content. This review strongly recommends that research that is more targeted at specific aspects dealt with in the book should be conducted in order to establish their efficacy in bringing about educational transformation in the different contexts in Africa. \u0000[1]Blashke, L.M., Kenyon, C. & Hase, S. (2014). Experiences in self-determined learning. New York: Amazon. ","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49040921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The relevance of the researched problem is due to the need for monitoring online teaching during the coronavirus pandemic and improving teachers' skills in the process of online teaching and communication with students. The purpose of the research was to find whether there were statistically significant differences in students' positive attitudes towards online teaching conducted in three different study programmes and the communication between students and professors during the coronavirus pandemic. The following methods were used in the research: theoretical (analysis, synthesis, generalisation), diagnostic (Likert scale), statistics and graphical presentation of the results. Our research also shows that students have positive attitudes towards online teaching and communication with teachers. A contribution to such students' attitudes was probably given by the university teachers' existing online teaching skills as well as students' digital skills and competencies owed to the use of social networks. The research aimed to draw attention to the factors that are important for the implementation of quality online teaching in faculties at the time of the pandemic. It emphasised the importance of researching students' perception of the quality of online teaching and various aspects of communication with teachers at a time when they were unable to communicate live. Therefore, the research results can stimulate similar research in higher education to identify those factors that could contribute to the satisfaction of students and teachers with this type of teaching.
{"title":"Students’ Attitudes Towards Online Teaching and Communication During the Coronavirus Pandemic","authors":"L. Juraković, Sanja Tatković, Petko Radulović","doi":"10.56059/jl4d.v9i2.619","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.619","url":null,"abstract":"The relevance of the researched problem is due to the need for monitoring online teaching during the coronavirus pandemic and improving teachers' skills in the process of online teaching and communication with students. The purpose of the research was to find whether there were statistically significant differences in students' positive attitudes towards online teaching conducted in three different study programmes and the communication between students and professors during the coronavirus pandemic. The following methods were used in the research: theoretical (analysis, synthesis, generalisation), diagnostic (Likert scale), statistics and graphical presentation of the results. Our research also shows that students have positive attitudes towards online teaching and communication with teachers. A contribution to such students' attitudes was probably given by the university teachers' existing online teaching skills as well as students' digital skills and competencies owed to the use of social networks. The research aimed to draw attention to the factors that are important for the implementation of quality online teaching in faculties at the time of the pandemic. It emphasised the importance of researching students' perception of the quality of online teaching and various aspects of communication with teachers at a time when they were unable to communicate live. Therefore, the research results can stimulate similar research in higher education to identify those factors that could contribute to the satisfaction of students and teachers with this type of teaching.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48243445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main objective of this study is to explore students’ self-assessment to increase students’ learning outcomes in teacher training colleges in Meme and Fako Divisions. In-depth interviews and group discussions were used as instruments for data collection. Purposive sampling technique was employed in selecting the teacher training colleges used in the study and the participants. The sample size of the study constituted of 37 student-teachers for in-depth interviews and four group discussions made up of ten student-teachers each. The interviews and group discussions were analysed through content analysis, while focus group discussions were analysed following the procedure for analysing and reporting focus group results by Krueger (1998). The findings revealed that self-directed learning can be used to increase students’ learning outcomes; self-designed project influences students’ learning outcomes; self-reported assessment is linked with students’ learning outcomes; and that knowledge of self is related with students’ learning outcomes.
{"title":"Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon","authors":"Ngemunang Agnes Ngale Lyonga","doi":"10.56059/jl4d.v9i2.473","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.473","url":null,"abstract":"The main objective of this study is to explore students’ self-assessment to increase students’ learning outcomes in teacher training colleges in Meme and Fako Divisions. In-depth interviews and group discussions were used as instruments for data collection. Purposive sampling technique was employed in selecting the teacher training colleges used in the study and the participants. The sample size of the study constituted of 37 student-teachers for in-depth interviews and four group discussions made up of ten student-teachers each. The interviews and group discussions were analysed through content analysis, while focus group discussions were analysed following the procedure for analysing and reporting focus group results by Krueger (1998). The findings revealed that self-directed learning can be used to increase students’ learning outcomes; self-designed project influences students’ learning outcomes; self-reported assessment is linked with students’ learning outcomes; and that knowledge of self is related with students’ learning outcomes.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42486989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study reports on research conducted on novice teachers’ use of wikis with their high school students. These teachers had been previously exposed to wikis as a collaborative learning tool during their teaching preparation programme. The aim was to explore whether their experience with wiki usage helped them in their teaching. Participants included fifteen novice teachers in their first year of teaching foreign languages in Albania, who held their teaching partly online during the school year 2020-2021, due to the COVID-19 pandemic. Data collected through in-depth interviews include their own reflections. These reflections indicate that the use of a wiki at the university level helped them feel at ease in using wikis in their online teaching. The study proved the use of wikis to be a feasible means of online collaboration, which facilitated constructing new knowledge for their students. As a result, wikis provide a collaborative medium of technology integration into their teaching.
{"title":"Using Wikis as a Teaching Tool for Novice Teachers – Pedagogical Implications","authors":"Gerda Sula, Anila Sulstarova","doi":"10.56059/jl4d.v9i2.638","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.638","url":null,"abstract":"The present study reports on research conducted on novice teachers’ use of wikis with their high school students. These teachers had been previously exposed to wikis as a collaborative learning tool during their teaching preparation programme. The aim was to explore whether their experience with wiki usage helped them in their teaching. Participants included fifteen novice teachers in their first year of teaching foreign languages in Albania, who held their teaching partly online during the school year 2020-2021, due to the COVID-19 pandemic. Data collected through in-depth interviews include their own reflections. These reflections indicate that the use of a wiki at the university level helped them feel at ease in using wikis in their online teaching. The study proved the use of wikis to be a feasible means of online collaboration, which facilitated constructing new knowledge for their students. As a result, wikis provide a collaborative medium of technology integration into their teaching.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48679464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: Some More Research on Technology-Enabled Learning","authors":"S. Panda","doi":"10.56059/jl4d.v9i1.658","DOIUrl":"https://doi.org/10.56059/jl4d.v9i1.658","url":null,"abstract":"","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43096322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
{"title":"Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education","authors":"H. Kassim, D. Rampersad","doi":"10.56059/jl4d.v9i1.542","DOIUrl":"https://doi.org/10.56059/jl4d.v9i1.542","url":null,"abstract":"This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access. ","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44607398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.
{"title":"Decrypting the Learners’ Retention Factors in Massive Open Online Courses","authors":"H. Pant, M. Lohani, Jeetendra Pande","doi":"10.56059/jl4d.v9i1.570","DOIUrl":"https://doi.org/10.56059/jl4d.v9i1.570","url":null,"abstract":"Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47558974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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