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Factors influencing behavioural intention to use MOOCs

Khalid Bilal, Lis Marcin, Chaiyasoonthorn Wornchanok, Chaveesuk Singha

Engineering Management in Production and Services

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2021

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Vol. 13, no. 2

83--95

EN

This analysis aimed to investigate the factors influencing the behavioural intention to use Massive Open Online Courses (MOOCs) in Thailand and Pakistan. The study was geared towards exploring the MOOCs, a relatively new technology platform allowing the spread of education and learning in various areas and fields and surpassing traditional online courses. The study adopted the UTAUT model with additional two variables of perceived autonomy and absorptive capacity. A quantitative method was applied using primary data collected from a sample of 490 and 513 respondents from Thailand and Pakistan, respectively. The sample size was composed of students in institutions of higher learning who were aware of MOOCs or intended to use them in their studies. The analysis was conducted using the Confirmatory Factor Analysis (CFA) and multi-group structural equation modelling (SEM). The study found that four variables (social influence, absorptive capacity, facilitating conditions and perceived autonomy) significantly influence the student intention to use MOOCs in Thailand and Pakistan. However, two variables (performance expectancy and effort expectancy) did not influence the student intention to use MOOCs in Thailand and Pakistan. The results indicated that the findings between the two countries were invariant. This study extended the model by Venkatesh et al. (2003), including two additional variables, the perceived autonomy and absorptive capacity. The study indicated various aspects related to the response of students using MOOCs. This study is especially beneficial during the COVID-19 pandemic for determining factors that officials of higher institutions of learning should consider when implementing MOOCs and associated online learning programs to deliver quality education to students.

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A dropout predictor system in MOOCs based on neural networks

Mrhar Khaoula, Douimi Otmane, Abik Mounia

Journal of Automation Mobile Robotics and Intelligent Systems

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2020

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Vol. 14, No. 4

72--80

EN

Massive open online courses, MOOCs, are a recent phenomenon that has achieved a tremendous media attention in the online education world. Certainly, the MOOCs have brought interest among the learners (given the number of enrolled learners in these courses). Nevertheless, the rate of dropout in MOOCs is very important. Indeed, a limited number of the enrolled learners complete their courses. The high dropout rate in MOOCs is perceived by the educator’s community as one of the most important problems. It’s related to diverse aspects, such as the motivation of the learners, their expectations and the lack of social interactions. However, to solve this problem, it is necessary to predict the likelihood of dropout in order to propose an appropriate intervention for learners at-risk of dropping out their courses. In this paper, we present a dropout predictor model based on a neural network algorithm and sentiment analysis feature that used the clickstream log and forum post data. Our model achieved an average AUC (Area under the curve) as high as 90% and the model with the feature of the learner’s sentiments analysis attained average increase in AUC of 0.5%.

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Nauczanie zagadnień cyberbezpieczeństwa w Unii Europejskiej – trendy, wyzwania

Leszczyna R.

Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej

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2017

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Nr 52

63--68

PL

Znaczenie edukacji, szkoleń i podnoszenia świadomości zagadnień cyberbezpieczeństwa jest dziś, w erze społeczeństwa informacyjnego powszechnie uznane. W ostatnich latach w Unii Europejskiej pojawiło się wiele nowych inicjatyw związanych między innymi z rozwijaniem programów uniwersyteckich, przygotowywaniem specjalistycznych i profilowanych szkoleń, uruchamianiem masowych otwartych kursów online, a także badaniami opinii publicznej oraz ekspertów. Odbyła się również niezwykle interesująca debata dotycząca skuteczności i zasadności kształcenia zasad cyberbezpieczeństwa oraz przeprowadzono ankietę w instytucjach edukacyjnych dotyczących cech wzorcowego kursu w tej dziedzinie. W artykule przedstawiono te inicjatywy i związane z nimi wyzwania, a także trendy i perspektywiczne kierunki rozwoju nauczania zagadnień cyberbezpieczeństwa.

EN

Today, in the era of information society, the importance of cybersecurity education, training and awareness is widely acknowledged. In recent years many new initiatives have been taken in the European Union related to the development of academic programmes, creation of specialised, dedicated trainings, launching massive open online courses (MOOCs) as well as conducting stocktaking studies. There was a very interesting debate about the value of security awareness raising and trainings which provided strong arguments supporting inclusion of educative actions into organisations’ cybersecurity strategies. These actions, for instance, significantly improve security level in small and medium enterprises. The indispensable role of user education was confirmed in the European Digital Agenda and cyber security strategies of member states. Relevant courses need to be included into common curricula, not only the programmes for students of information technologies as it is today. A promising direction in popularisation of cybersecurity principles are Massive Online Open Courses (MOOCs). Although generally they expose a low level of completion, they became successful for participants with high self-motivation and previous learning experiences. A survey in educational institutions regarding the characteristics of a model cybersecurity course show that primarily it should rely on practical exercises based on role-playing and simulations, performed in teams. The content of such course should include real-life examples, privacy issues and risks inherent to the use of new technologies, as well as multidisciplinary questions. The paper presents cybersecurity education initiatives together with challenges related to them, and the trends and perspectives in cybersecurity education.