The Impact of Technology and Online Skills & Relationship on the Readiness of the Libyan Students for Using MOOC

International Journal of Business Society, Vol. 3, Issue 4
Ebrahem Ali ElburaseAdam Amril Jaharadak
Technology SkillsOnline Skills & RelationshipsThe readiness of the Libyan StudentsMOOC
PDFRegular IssueDOI: 10.30566/ijo-bs/2019.105
3Volume
4Issue

Abstract

This study aims to discuss the readiness of Libyan students to use the MOOC in their processes of studies. This study followed the quantitative research approach. Total study population of this study is the Libyan students in the university of Tripoli city. The total students at Tripoli University are 90,043 students. Based on Krejcie and Morgan (1970) sample size tables, the study sample of this study is 377 students. This study questionnaire is adopted from previous study by the Ministry of Education in Malaysia under the National Higher Education Strategic Plan. The SPSS version 23 proposes detailed analysis options that view the data thoroughly and determine trends that have not been recognized. The correlation test is assigned to test the relationship significant and directions among the study constructs, while the regression test was used to determine the impact of each assigned factors within the construct on the dependent variable of the study. The study has found out that there are significant and positive relationships between technology skills and online skills & relationships, and readiness of Libyan students for learning by using MOOC.

References

[1]

Alzain, A. M., Clark, S., & Ireson, G. (2014). Libyan Higher Education system, challenges and achievements. Paper presented at the Engineering Education (ICEED), 2014 IEEE 6th Conference on.

[2]

Barba, P. d., Kennedy, G. E., & Ainley, M. (2016). The role of students' motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32(3), 218-231.

[3]

Brinton, C. G., Chiang, M., Jain, S., Lam, H., Liu, Z., & Wong, F. M. F. (2014). Learning about social learning in MOOCs: From statistical analysis to generative model. IEEE Transactions on Learning Technologies, 7(4), 346-359.

[4]

Cabero, J. (2006). Pedagogical bases of e learning. Journal of University and Knowledge Society, 3(1). Retrieved from http://www.uoc.edu/rusc/3/1/dt/esp/cabero.pdf.

[5]

Caglar, E. & Mentes, S.A. (2012). The usability of university websites – a study on European University of Lefke. International Journal of Business Information Systems, 11(1), 22-40.

[6]

Castells, M., Tubella, I., Sancho, T., Diaz, I., and Wellman, B. (2002). The transition to the red society in Catalaunya (Final study report) (page 273). Barcelona: Open University of Catalonia, Internet Interdisciplinary Institute (IN3) and Generalitat de Catalunya. Retrieved from http://www.uoc.edu/in3/pic/esp/pdf/pic1_volum1.df.

[7]

Catts, R., & Lau, J. (2008). Towards information literacy indicators. UNESCO: Paris.

[8]

Chauhan, A. (2015). Beyond the Phenomenon: Assessment in Massive Open. Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future: Strategies and Predictions for the Future, 119.

[9]

De Waard, I., Abajian, S., Gallagher, M.S., Hogue, R., Keskin, N., Koutropoulos, A. and Rodriguez, O.C. (2011), “Using mLearning and MOOCs to understand chaos, emergence, and complexity in education”, The International Review of Study in Open and Distributed Learning, Vol. 12 No. 7, pp. 94-115.

[10]

Duke, B., Harper, G. and Johnston, M. (2013). Connectivism as a digital age learning theory. The International HETL Review, 2013(Special Issue), pp.4-13.

[11]

Eisenberg, M. B. (2010). Information literacy: essential skills for the information age. Journal of Library & Information Technology, 28(2), 39-47.

[12]

Elkaseh, A. M., Wong, K. W., & Fung, C. C. (2016). Perceived ease of use and perceived usefulness of social media for e-learning in Libyan higher education: A structural equation modeling analysis. International Journal of Information and Education Technology, 6(3), 192.

[13]

lmabruk Abdelsadeq, Z. A., Ismail, S., & Abdullah, Z. H. (2014). Study of the Availability and Awareness of E-services in Higher Education in Libya. Paper presented at the The Third International Conference on E-Learning and E-Technologies in Education (ICEEE2014).

[14]

OECD. (2016). Programme for international student assessment.

[15]

Portillo, L. (2000). Use of telematic services for teaching and study purposes, by professors of the Faculties of Humanities and Education and Architecture of the University of Zulia. Thesis for the title of Magister Scienciarum in Sciences of the Communication and Information. Maracaibo: Post Degree from the University of Zulia.

[16]

Ramírez-Martinell, A., Casillas, M., and Ojeda, M. (2013). Digital divide between students and professors of the Universidad Veracruzana: Cultural capital; school trajectories and academic performance; and degree of technological appropriation. Retrieved from http://www.uv.mx/blogs/brechadigital/files/2013/0/proyecto_brecha_digital_2013_11.pdf

[17]

Rodríguez-Conde, M.-J., Martínez-Abad, F., and Olmos-Miguelánez, S. (2013). Evaluation of informal skills in secondary education: a causal model. Culture and Education, 25(3), 361-373.

[18]

Saettler, P. (2004). The evolution of American educational technology. IAP.

[19]

Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: a review of the history and current state of distance, blended, and online learning. Athabasca: Athabasca University. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf.

[20]

Tschofen, C. and Mackness, J. (2012). Connectivism and dimensions of individual experience. The International Review of Research in Open and Distributed Learning, 13(1), 124-143.

[21]

Väljataga, T. and Laanpere, M. (2010). Learner control and personal learning environment: a challenge for instructional design. Interactive Learning Environments, 18(3), 277-291.

[22]

Villasana, N. and Dorrego, E. (2007). Social skills in virtual collaborative work environments.

[23]

Yuan, L., Powell, S., & CETIS, J. (2013). MOOCs and open education: Implications for higher education.

[24]

Zou, M. (2016). Exploration of Application Mode of the MOOC-based Distance Education Mode in Digital Illustration. International Journal of Emerging Technologies in Learning, 11(9).

Article Information

Article Details
Volume & IssueVol. 3, Iss. 4
Publication DateOct 20, 2019
Authors
Ebrahem Ali Elburase
Adam Amril Jaharadak
DOI
10.30566/ijo-bs/2019.105
PDF Download
The Impact of Technology and Online Skills & Relationship on the Readiness of the Libyan Students for Using MOOC | International Journal of Business Society