Cross-culture Learning in Massive Open Online Courses for Higher Education (Pembelajaran Merentas Budaya Melalui Massive Open Online Courses untuk Pendidikan Tinggi)

NORAZAH NORDIN, HELMI NORMAN

Abstract


Cross-cultural learning in higher education involves providing an equitable interaction of diverse cultures and moving towards generation of shared cultural expression through dialogue and mutual respect at local, national, regional, and international levels. This can be achieved via the use of massive open online courses (MOOCs), which has received much interest over recent years. Yet, in designing successful cross-cultural learning via MOOCs, there are three important aspects that are worth to be considered. They are instructional design, learning content and tasks design and technological acceptance of MOOCs. This paper focuses its’ discussion on these three aspects via a study conducted by online surveys conducted with 135 undergraduates at a local university. Findings indicated that with regards to learning content design, types of video lectures that can enhance MOOC learning are animations and live action videos that are integrated with casual style of communication and humor aspects. Findings also revealed that in terms of learning task design, fully and loose structured learning tasks are both of equal importance and both high and low autonomy is important. The paper concludes with issues and challenges in MOOC development and implementation.

Keywords: MOOCs; cross-cultural learning; higher education; learning content design; learning task design

 

Pembelajaran merentas budaya di peringkat pendidikan tinggi melibatkan penyediaan interaksi saksama pelbagai budaya dan menuju ke arah generasi yang berkongsi melalui dialog di peringkat tempatan, kebangsaan, serantau dan antarabangsa. Hal ini boleh dicapai melalui pengaplikasian massive open online courses (MOOC), yang telah mendapat perhatian kebelakangan ini. Namun, dalam mereka bentuk pembelajaran silang budaya yang efektif melalui MOOC, terdapat tiga aspek penting yang perlu dipertimbangkan. Antara aspek-aspeknya adalah reka bentuk pengajaran, reka bentuk bahan dan aktiviti pembelajaran. Kertas kajian ini menumpukan perbincangan kepada ketiga-tiga aspek ini melalui kajian tinjauan yang dilakukan melalui soal selidik dalam talian bersama 135 pelajar sarjana muda di sebuah universiti tempatan. Dapatan kajian berkaitan dengan rekabentuk bahan pembelajaran menunjukkan bahawa bentuk bahan yang boleh meningkatkan pembelajaran MOOC adalah animasi dan lakonan yang diintegrasi dengan bahasa komunikasi kasual dan diselitkan dengan unsur jenaka. Dapatan kajian berkaitan dengan rekabentuk tugasan pembelajaran juga menunjukkan bahawa kedua-dua jenis tugasan pembelajaran, iaitu berstruktur dan tidak berstruktur, serta autonomi pelajar yang tinggi dan rendah adalah penting dalam pembelajaran MOOC. Kertas kerja diakhiri dengan isu-isu dan cabaran dalam pembangunan dan pelaksanaan MOOC.

Kata kunci: MOOCs, pembelajaran merentas budaya; pendidikan tinggi; reka bentuk kandungan pembelajaran; reka bentuk tugasan pembelajaran


Keywords


MOOCs; cross-cultural learning; higher education; learning content design; learning task design

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DOI: http://dx.doi.org/10.17576/JPEN-2018-43.01-05

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ISSN 2180-0782 | eISSN: 2600-8823
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