Asset Details
Do you wish to reserve the book?
Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers
Do you wish to request the book?
Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers
2022
Overview
New technological advances and globalization have undoubtedly given rise to new forms of learning. Massive Open Online Courses (MOOCs), which are a kind of evolution on e-learning, have the endorsement of prestigious universities around the world, and are transforming the traditional teaching–learning process. In Ecuador, these online courses are based on the Basic General Education system and are neither popular among students nor widely used by teachers in their teaching method, thus, this teaching system is not considered as an official qualification. The inclusion of this tool in the Ecuadorian educational system as a learning resource would expand access to equal opportunities to students and teachers from all over the country. Therefore, our proposal is to use the MOOCs as a source with all the instructional contents of the subject and as classwork based on the flipped-classroom method. In this way, such resources can be an aid to traditional high school classes, and the average grade achieved by students through this platform, as well as the student’s participation, may be part of the formal evaluation system in any institution. With the purpose of measuring the level of confidence in online education and the usage of MOOCs as a tool for teachers’ work, a descriptive and analytical approach has been taken in this study. A quantitative survey was administered to 696 Basic General Education teachers who took used this type of course. The results of this investigation show that 93.9% of the teachers trust the online education; 89% are ready to use MOOCs as a teaching–learning resource and 79% would use MOOCs as part of the final grade. These data prove that MOOCs could be a complementary tool for Basic General Education in Ecuador, so they could contribute to improve learning outcomes and the development of traditional education.
