Evaluation of the impact of MOOCs in supporting knowledge society by virtual learning environments | ||||
| BSU-Journal of Pedagogy and Curriculum | ||||
| Volume 1, Issue 2, June 2022, Page 10-23 PDF (710.43 K) | ||||
| Document Type: Original Research | ||||
| DOI: 10.21608/bsujpc.2022.240640 | ||||
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| Author | ||||
| Hala AbdElkader S. El-Senousy | ||||
| Dept. of Curriculum and Methedology, Faculty of Education, Beni-Suef University (Beni-Suef, Egypt) | ||||
| Abstract | ||||
| Societies are faced with many challenges borne from the information technological explosion that has changed their nature into “knowledge society”, thus, resulting in the Massive Open Online Courses (hereafter MOOCs). MOOCs are free academic courses on a range of disciplines, offered as informal self-organized learning and are provided by platforms in virtual learning environments. This study seeks to assess the impact of MOOCs in virtual learning environments, namely “Rwaq” platform, in supporting the knowledge society. A questionnaire was developed and administered to 1112 participants to examine the courses learners' types, their motivations for studying, the challenges of not completing MOOCs, and the encouragements of completing MOOCs currently or in the future. The results of the analysis reveal some important challenges and encouragements that are offered as recommendations for educational institutions to take into consideration, especially during such emergencies as COVID-19. | ||||
| Keywords | ||||
| Keywords: Massively Open Online Courses (MOOCs); virtual learning environments; communicative theory; knowledge society; platforms | ||||
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