Shaping the Future of Education: Student Perspectives Towards MOOCs in Learning Building Services
Abstract
33
With changing life patterns and rapid advancements in technology, educational institutions, and students are exploring a new approach to enhance their teaching and learning processes. One such approach is through massive open online courses (MOOCs). Generally, MOOCs are an innovative approach to education that combines various elements including online lectures, videos, slide shows, assessments, activities, and more. This is particularly beneficial for students in building services, where integrating theoretical knowledge and practical skills is crucial. Nevertheless, the adoption of MOOCs also presents several challenges. Issues such as low completion rates and the need for self-discipline are common concerns among learners. Understanding student perspectives towards MOOCs in learning building services is essential to address these challenges and improve the effectiveness of online education in this field. Hence, this paper aimed to study the students' perception towards MOOC for DQS204 Building Services II. A total of 257 questionnaires were distributed to the respondents who participated in MOOCs. The Likert Scale is adopted to evaluate the respondents' perceptions ranging from 1 to 5. The data is analysed using statistical analysis with SPSS as the tool for analysis. A table will be used to display the results of the findings. The findings indicate that students perceive MOOCs positively due to their accessibility, flexibility, and quality of content provided. The study found that it is important to understand student perceptions to improve course design, delivery, and support mechanisms, ultimately making quality education more accessible and practical. Educational institutions can provide more engaging learning experiences to enhance the theoretical knowledge of building services.
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Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. (2019). Gamification: A Key Determinant of Massive Open Online Course (MOOC) Success, Information & Management, Vol. 56 No. 1, pp. 39-54.
ASHRAE. (2017). HVAC Design Manual for Hospitals and Clinics. American Society of Heating, Refrigerating and Air-Conditioning Engineers.
Ayoub, A., Amin, R., & Wani, Z. A. (2020). Contribution of Developed Countries Towards MOOCs: An Exploration and Assessment from A Representative Platform Coursera. AAOU Journal/AAOU Journal, 15(2), 251–262. https://doi.org/10.1108/aaouj-03-2020-0016
Azimi, I., Ebrahimi, M., & Merzaee, M. J. (2024). Exploring the Impact of Massive Open Online Courses (MOOCs) on Higher Education in Afghanistan: Opportunities, Challenges, and Policy Implications. Journal of Education Research, 5(1), 2024, p. 957-968
Biswas, S., & Sarkar, M. (2020). MOOC: Challenges and Prospects in Indian Higher Education. Journal of Information and Computational Science, Vol. 10 (2), pp. 1015-1024, ISSN: 1548-7741
Borrella, I., Caballero-Caballero, S. and Ponce-Cueto, E. (2022). Taking Action to Reduce Dropout in MOOCs: Tested Interventions, Computers & Education, Vol. 179, p. 104412.
Cheok, C. K., & Ran, L. (2022). The Role of Malaysian Higher Education in IR 4.0. Journal of International and Comparative Education, 11 (2), ISSN 2232-1802, doi: 10.14425/jice.2022.11.2.0913
CIBSE. (2018). Guide B: Heating, Ventilating, Air Conditioning and Refrigeration. Chartered Institution of Building Services Engineers.
Goel, P., Raj, S., Garg, A., Singh, S. and Gupta, S. (2022). Peeping in the Minds of MOOCs Instructors: Using Fuzzy Approach to Understand the Motivational factors, Online Information Review, doi: 10.1108/OIR-04-2021-0205. (EarlyCite)
Gorse, C., Johnston, D., & Pritchard, M. (2012). A Dictionary of Construction, Surveying, and Civil Engineering. Oxford University Press, USA. http://books.google.ie/books?id=KMpXe6ceMSMC&printsec=frontcover&dq=Gorse,+C.,+Johnston,+D.,+%26+Pritchard,+M.+(2012).+A+Dictionary+of+Construction,+Surveying,+and+Civil+Engineering.+Oxford+University+Press.&hl=&cd=10&source=gbs_api
Greeno, R., & Chudley, R. (2016). Building Construction Handbook. Routledge
Gupta, K.P. (2021). Understanding Learners' Completion Intention of Massive Open Online Courses (MOOCs): Role of Personality Traits and Personal Innovativeness, International Journal of Educational Management, Vol. 35 No. 4, pp. 848-865
Hall, F. (2017). Building Services Handbook. Routledge.
Harnadi, B., Widiantoro, A. D., & Prasetya, F. X. H. (2024). Investigating The Behavioral Differences in The Acceptance of Moocs and E-Learning Technology. Computers in Human Behavior Reports 14 (2024), https://doi.org/10.1016/j.chbr.2024.100403
Hendriks, R. A., Jong, P. G. M., Admiraal, W. F., & Reinders, E. J. (2024). Motivation For Learning in Campus-Integrated MOOCs: Self-Determined Students, Grade Hunters and Teacher Trusters. Computers and Education Open 6 (2024), https://doi.org/10.1016/j.caeo.2023.100158
Hew, K. F., & Cheung, W. S. (2014). Students' and Instructors' Use of Massive Open Online Courses (MOOCs): Motivations and Challenges. Educational Research Review, 12, 45-58. http://dx.doi.org/10.1016/j.edurev.2014.05.001
Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and Reality. Full report. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University.
Jordan, K. (2014). Initial Trends in Enrolment and Completion of Massive Open Online Courses. The International Review of Research in Open and Distributed Learning, 15(1), 133-160.
Jordan, K. (2015). Massive Open Online Course Completion Rates Revisited: Assessment, Length, And Attrition, The International Review of Research in Open and Distributed Learning, 16(3), 341-358.
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distance Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2112
Li, Y., Chen, D., and Zhan, Z. (2022). Research on Personalised Recommendation of MOOC Resources Based on Ontology, Interactive Technology and Smart Education, Vol. 19 No. 4, pp. 422-440.
Liu, S., Liu, S., Liu, Z., Peng, X., & Yang, Z. (2022). Automated Detection of Emotional and Cognitive Engagement in MOOC Discussions to Predict Learning Achievement, Computers & Education, Vol. 181, p. 104461.
Malaysia Education Blueprint for Higher Education (2015-2025). (2015). Malaysia Higher Education 4.0 Framework, Ministry of Higher Education Malaysia (MoHE).
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC Model for Digital Practice.
Ministry of Higher Education Malaysia (MoHE). (2018). Framing Malaysian Higher Education 4.0: Future-Proof Talents, ISBN 978-967-14585-6-3
Moore, R.L., & Blackmon, S.J. (2022). From the Learner's Perspective: A Systematic Review of MOOC Learner Experiences (2008–2021), Computers & Education, Vol. 190, p. 104596
Onah, D. F. O., Sinclair, J., & Boyatt, R. (2014). Dropout Rates of Massive Open Online Courses: Behavioural Patterns. In: 6th International Conference on Education and New Learning Technologies, Barcelona, Spain, 7-9 Jul 2014. Published in: EDULEARN14 Proceedings pp. 5825-5834. ISBN 9788461705573. ISSN 2340-1117.
Pappano, L. (2012). The Year of the MOOC. The New York Times. Retrieved on 9th July 2024, from https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html
Peng, J.-E., & Jiang, Y. (2022). Mining Opinions on LMOOCs: Sentiment and Content Analyses of Chinese Students' Comments in Discussion Forums, System, Vol. 109, p. 102879.
Pillai, R., & Sivathanu, B. (2020). An Empirical Study on The Online Learning Experience of MOOCs: Indian Students' Perspective. International Journal of Educational Management, 34(3), 586–609. https://doi.org/10.1108/IJEM-01-2019-0025
Ratnasari, W., Chou, T.-C., & Huang, C.-H. (2024). From Hype to Reality: The Changing Landscape of MOOC Research, Library Hi Tech, doi: 10.1108/LHT-07-2023-0320. (EarlyCite)
Reich, J. (2015). Rebooting MOOC research. Science, 347(6217), 34-35.
Rodrigo, C., Iniesto, F., & Garcia-Serrano, A. (2024). Applying Andragogy For Integrating A MOOC Into A Formal Online Learning Experience In Computer Engineering. Heliyon 10 (2024), https://doi.org/10.1016/j.heliyon.2023.e23493
Schmid, L., Manturuk, K., Simpkins, I., Goldwasser, M., & Whitfield, K.E. (2015). Fulfilling The Promise: Do MOOCs Reach The Educationally Underserved?, Educational Media International, Vol. 52 No. 2, pp. 116-128, doi: 10.1080/09523987.2015.1053288.
Shao, Z., & Chen, K. (2021). Understanding Individuals' Engagement and Continuance Intention of MOOCs: The Effect of Interactivity and The Role of Gender, Internet Research, Vol. 31 No. 4, pp. 1262-1289.
St Clair, R., Winer, L., Finkelstein, A., Fuentes-Steeves, A., & Wald, S. (2015) Big Hat and No Cattle? The Implications of MOOCs for The Adult Learning Landscape, Canadian Journal for the Study of Adult Education, Vol. 27 No. 3, pp. 65-82.
Syahid, A., Kamri, K. A., & Azizan, S. N. (2022). Usability of Massive Open Online Courses (MOOCs): Malaysian Undergraduates' Perspective. Journal of Educators Online, Vol. 18 No. 3 Sep 2021
The Star Online. (2018, September 2). Growing From Strength to Strength. https://www.thestar.com.my/news/education/2018/09/02/growing-from-strength-to-strength/
Tong, Y., & Zhan, Z. (2023). An Evaluation Model Based on Procedural Behaviors for Predicting MOOC Learning Performance: Students' Online Learning Behavior Analytics and Algorithms Construction, Interactive Technology and Smart Education, Vol. 20 No. 3, pp. 291-312.
Voudoukis, N., & Pagiatakis, G. (2022). Massive Open Online Courses (MOOCs): Practices, Trends, and Challenges for the Higher Education. European Journal of Education and Pedagogy, 3 (3), p. 288-295, DOI: http://dx.doi.org/10.24018/ejedu.2022.3.3.365
Wang, W., Zhao, Y., Wu, Y.J., & Goh, M. (2023). Factors of Dropout from MOOCs: A Bibliometric Review, Library Hi Tech, Vol. 41 No. 2, pp. 432-453.
Wise, J. (2016). Building Control Systems. Elsevier.
Wong, B.T.-m. (2021). A Survey on The Pedagogical Features of Language Massive Open Online Courses, Asian Association of Open Universities Journal, Vol. 16 No. 1, pp. 116-128, doi: 10.1108/ AAOUJ-03-2021-0028.
Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. http://wikieducator.org/images/7/70/MOOCs-and-Open-Education.pdf
Zhang, Y. (2024). A Lesson Study on A MOOC-based and AI-powered Flipped Teaching and Assessment of EFL Writing Model: Teachers' and Students' Growth, International Journal for Lesson and Learning Studies, Vol. 13 No. 1, pp. 28-40.
Zheng, Y., Shao, Z., Deng, M., Gao, Z., & Fu, Q. (2022). MOOC Dropout Prediction Using A Fusion Deep Model Based On Behaviour Feature, Computers and Electrical Engineering, Vol. 104, Part A, p. 108409.
Zhenghao, C., Alcorn, B., Christensen, G., Eriksson, N., Koller, D., & Emanuel, E. J. (2015). Who's Benefiting from MOOCs, and Why. Harvard Business Review. Retrieved on 9th July 2024, from https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
Zulkifli, N., Hamzah, M. I., & Bashah, N. H. (2020). Challenges to Teaching and Learning Using MOOC. Creative Education, 11, 197-205. https://doi.org/10.4236/ce.2020.113014
Published
2024-09-30
How to Cite
SAHARUDDIN, Shafikah et al.
Shaping the Future of Education: Student Perspectives Towards MOOCs in Learning Building Services.
International Journal of Business and Technology Management, [S.l.], v. 6, n. S1, p. 373-383, sep. 2024.
ISSN 2682-7646.
Available at: <https://myjms.mohe.gov.my/index.php/ijbtm/article/view/27701>. Date accessed: 25 june 2025.
Section
English Section
