ArticleOpen Access http://dx.doi.org/10.26855/er.2023.11.012
Applicability of Massive Open Online Courses (MOOCs) as Learning Resources Among Collegiate Level Students for Enhanced Academic Performance
Wei Tang
1Zhengzhou Normal University, Zhengzhou, Henan, China.
2Adamson University, Manila, Philippines.
*Corresponding author: Wei Tang
Published: December 14,2023
Abstract
In response to the global demand for online learning, this study focused on Massive Open Online Courses (MOOCs) as learning resources and identified correlations between student performance and seven modules: programming courses, reading materials, recorded videos, reading content, interactive learning modules, question sets, online quizzes, and exams. The study randomly selected 310 students and 86 teachers from Zhengzhou Normal University as participants. The study revealed the preferences of students and teachers for these seven modules, which can assist educators in leveraging online learning resources, improving their teaching skills, and fostering student learning. The use of massive open online courses to supplement teaching and learning has led to improved academic performance among students. The strength of theoretical frameworks is significantly attributed to providing a high-quality framework for understanding the educational process in the classroom. Additionally, the study recommends that school administrators support teachers in finding supplementary materials that offer high-quality instruction and help them tailor their approach to best meet the needs of students in Massive Open Online Courses.
Keywords
MOOCs, Learning resources, Digital media, Educational Leadership Collegiate Students, Academic Performance
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How to cite this paper
Applicability of Massive Open Online Courses (MOOCs) as Learning Resources Among Collegiate Level Students for Enhanced Academic Performance
How to cite this paper: Wei Tang. (2023).