An examination of anxiety towards a MOOC educational approach: The case of the MOOC of the Alhambra
| Published | October 2016 |
| Conference | Enhancing European Higher Education “Opportunities and impact of new modes of teaching”, Online, Open and Flexible Higher Education Conference Pages 617-627 |
| Publisher | EADTU |
| Editors | Ubachs, George and Konings, Lizzie |
| Country | Spain, Europe |
ABSTRACT
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016MOOCs, one of the main innovations in digital education in recent years, are based on the idea of freely accessible open education. Big platforms (edX, Coursera, Udacity, OpenupEd…) have emerged offering courses organized by universities worldwide. Higher Education institutions compete to gain attention and prestige either by signing agreements with these platforms or by developing their own to deliver courses.
The University of Granada (Spain) set up its own platform, Abierta (https://abierta.ugr.es/), where a massive course about the Alhambra is delivered in Spanish and English to more than 7,000 registered users. This study examines the second edition of this MOOC (spring 2016) including a sample of 2,823 students.
Our analysis focuses on the anxiety experienced by the students towards this model of education, a factor that could affect the final acceptance of this educational approach. The results indicate that Millennials (adults ages 18-35 in 2016; n=2099) experience higher anxiety levels than Generation X (ages 36-51; n=391); a result that could be counterintuitive with the idea of “digital natives”. Men (n=1008) also experience higher
anxiety than women (n=1815). Finally, anxiety is negatively correlated with the technical support received during the course.
| Keywords | anxiety · educational technology · MOOC · open education |
| Published at | Rome, Italy |
| ISSN | 978-90-79730-29-2 |
| Refereed | Yes |
| Rights | Copyright © 2016 European Association of Distance Teaching Universities and the authors. All rights reserved. |
| URL | https://conference.eadtu.eu/php/downloadFile.php?mediaId=2415&fileName= |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 415 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Evaluation of the UNED MOOCs implementation: Demographics, learners' opinions and completion rates
Gil-Jaurena, Inés; Callejo-Gallego, Javier; Agudo, Yolanda
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as ...
Match: MOOC; open education; Spain; Europe
Massive open online courses: Strategies and research areas
Murphy, Jamie; Kalbaskab, Nadzeya; Williams, Alan; Ryan, Peter; et al.
The latest education revolution, the massive open online courses (MOOCs), is gaining momentum, accolades, and participation across industry and academia. These learning laboratory behemoths host and assess tens to ...
Match: educational technology; MOOC; open education
Open education
Pisutova, K.
Introduction to some concepts of openness in education. This presentation addresses concepts of Open Licensing (Creative Commons licenses), Open Content, Open Coursewere, Open Educational Resources, and Open Teaching ...
Match: MOOC; open education
An Examination of Presage, Process and Product Dimensions in Massive Open Online Courses
Çelik, Berkan
Massive Open Online Courses (MOOCs) have made a great progress around the world in the recent years. Bilgeİş Online Learning Portal (bilgeis.net) is one of the most comprehensive MOOC portals providing pdMOOCs ...
Match: examination; MOOC
What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs
Yousef, Ahmed Mohamed Fahmy; Chatti, Mohamed Amine; Schroeder, Ulrik; Wosnitza, Marold
Massive Open Online Courses (MOOCs) have gained a lot of attention in the last years as a new technology enhanced learning (TEL) approach in higher education. MOOCs provide more educational opportunities to a massive ...
Match: examination; MOOC; Europe
The pedagogical enhancement of open education: An examination of problem-based learning
Gurell, Seth; Kuo, Yu Chun; Walker, Andrew
Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small ...
Match: examination; open education
Recognising achievement with badges and blockchain in a connectivist MOOC
Downes, Stephen
While previous work has recognized the potential for open badges and blockchain to play a role in online courses, this potential has yet to be realized in a fully decentralized cMOOC. This paper describes the design ...
Match: educational technology; MOOC
Open Education: Introduction to selected papers
Gil-Jaurena, Inés
This issue of Open Praxis compiles selected papers presented at the Open Education Consortium Global Conference, held in Cape Town (South Africa) on March 8-10, 2017. Additionaly, the Innovative Practice section ...
Match: MOOC; open education
Defining openness: Updating the concept of "Open" for a connected world
Brent, Isabelle; Gibbs, Graham R.; Gruszczynska, Anna Katarzyna
The field of Social Research Methods is shared not only by the social sciences, but by many other disciplines. There is therefore enormous scope for the creation and re-use of open educational resources (OERs) in this ...
Match: educational technology; open education
In the year of disruptive education
Hyman, Paul
As college tuitions soar, various online models vie to educate college students worldwide---at no cost.
Match: MOOC; open education
