Undergraduate Students’ Opinions toward Ubiquitous MOOC for Enhancing Cross–Cultural Competence
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Oct 14, 2016
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Abstract
The purpose of this study was to study undergraduate students’ opinions toward ubiquitous MOOC for enhancing cross-cultural competence. This descriptive research applied a survey method. The survey data were collected by using survey questionnaires and online questionnaires from 410 undergraduate students recruited from eight government universities. Descriptive statistics and Pearson correlation analyses were analyzed by using a computer program. The findings of this study revealed that all components of ubiquitous MOOC for enhancing cross-cultural competence were evaluated in the high level. The significant correlations among the main research variables revealed that u-learning had a highest positive correlation with massive open online course.
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References
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Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
Wang, M. (2007). Designing online courses that effectively engage learners from diverse cultural backgrounds. British Journal of Educational Technology, 38(2), 294-311.
Yahya, S., Ahmad, E. A., & Jalil, K. A. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development using Information and Communication Technology, 6(1), 11.
Young, J. R. (2013). What professors can learn from ‘hard core’ MOOC students? Chronicle of Higher Education, 59(37), A4.
Zhong, S.-H., Zhang, Q.-B., Li, Z.-P., & Liu, Y. (2016). Motivations and Challenges in MOOCs with Eastern Insights. International Journal of Information and Education Technology, 6(12). 954-960
Bomsdorf, B. (2005). Adaptation of Learning Spaces: Supporting Ubiquitous Learning in Higher Distance Education Paper presented at the Mobile Computing and Ambient Intelligence: The Challenge of Multimedia, Hagen, Germany.
Chen, X., Barnett, D. R., & Stephens, C. (2013). Fad or Future: The Advantages and Challenges of Massive Open Online Courses (MOOCs). Paper presented at the Research-to Practice Conference in Adult and Higher Education, Lindenwood University.
Cusumano, M. (2013). Are the costs of ‘free’ too high in online education? Communications of the ACM, 56(4), 26–29.
Huang, Y. M., Lin, Y. T., & Cheng, S. C. (2010). Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education. Computers & Education, 54(1), 47 - 58.
Huang, Y.-M., Chiu, P.-S., Liu, T.-C., & Chen, T.-S. (2011). The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. Computers & Education, 57(4), 2291-2302.
National Education Association. (2014). Why Cultural Competence? Retrieved from http://www.nea.org/home/39783.htm
Peters, M. A. (2010). Notes toward a political economy of ubiquitous learning. In B. Cope & M. Kalantzis (Eds.), Ubiquitous Learning. Champaign: University of Illinois Press.
Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
Wang, M. (2007). Designing online courses that effectively engage learners from diverse cultural backgrounds. British Journal of Educational Technology, 38(2), 294-311.
Yahya, S., Ahmad, E. A., & Jalil, K. A. (2010). The definition and characteristics of ubiquitous learning: A discussion. International Journal of Education and Development using Information and Communication Technology, 6(1), 11.
Young, J. R. (2013). What professors can learn from ‘hard core’ MOOC students? Chronicle of Higher Education, 59(37), A4.
Zhong, S.-H., Zhang, Q.-B., Li, Z.-P., & Liu, Y. (2016). Motivations and Challenges in MOOCs with Eastern Insights. International Journal of Information and Education Technology, 6(12). 954-960