Article of American Journal of Social Research 

Education Lecturers’ Perception and Attitude towards Massive Open Online Courses Attitude of School Administrators in Niger State, Nigeria

FALODE, Oluwole Caleb, Usman, Zaliha Ndatsu, Ilufoye Timothy Olawale & Awoyemi, Idowu David
Department of Educational Technology, Federal University of Technology, Minna, Niger State, Nigeria.

Abstract:
This study investigated the perception and attitude of education lecturers towards Massive Open Online Courses (MOOCs) in institutions of higher learning within Niger State, Nigeria. The influence of gender was also examined. The study adopted a descriptive survey design and 138 participants were selected through a multi-stage sampling technique. Four research questions and two null hypotheses guided the study, and a 14-item questionnaire was used as instrument for data collection. The questionnaire was subjected to both validation and reliability checks. Data gathered from the administration of the instrument were analyzed using Mean, Standard Deviation and t-test statistics. A decision rule was set, in which, a mean score of 3.0 and above was considered Agreed (positive perception/attitude) while a mean score below 3.0 was considered Disagreed (negative perception/attitude). Findings revealed that lecturers’ perception and attitude towards massive open online courses were positive with cumulative mean scores of 4.07 and 4.03 out of possible 5.0. Also, gender as a moderating variable, had influence on lecturers’ perception and attitude towards MOOCs. Based on these findings, it was recommended among others that education lecturers should be encouraged to participate in MOOCs in order to update their knowledge and skills. This can be achieved through the provision of enabling work environment such as internet wi-fi and learning tools that support synchronous and asynchronous online learning and by recognizing relevant certificates obtained through MOOCs during staff promotion exercise.

Keywords:
Massive open online courses, Perception, Attitude, Educational technology, Electronic learning

Click to download Free PDF

References:

[1] Abu-Dalbouh, H. M. (2013). A questionnaire approach based on the technology acceptance model for mobile tracking on patient progress applications. Journal of Computer Science, 9 (6),763- 770.
[2] Adesina, A. O. (2013). Staff attitudes and knowledge acquisition. Retrieved on October 29, 2018 from www.emeraidinsight.com/insight?
[3] Alharbi, S. & Drew, S. (2014). Using the technology acceptance model in understanding aca-demics’ behavioural intention to use learning management systems. International Journal of Advanced Computer Science and Applications, 5 (1), 143-155.
[4] Bohner, G. & Wanke, M. (2002). Attitudes and attitude change. New York: Psychology Press.
[5] Davis, F. D. & Venkatesh, V. (2004). Toward pre-prototype user acceptance testing of new in-formation systems: Implications for software project management. IEEE Trans. Eng. Manage., 51, 31-46.
[6] Falode, O. C. (2018). Pre-service teachers’ perceived ease of use, perceived usefulness, atti-tude and intentions towards virtual laboratory package utilization in teaching and learning of physics. Malaysian Online Journal of Educational Technology (MOJET), 6(3), 63-72.
[7] Hoy, M. B. (2014). MOOCs 101: An Introduction to Massive Open Online Courses. Medical Reference Services Quarterly, 33, 85–91.
[8] Liyanagunawardena, T. R. (2015). Massive open online courses. Humanities, 4, 35-41
[9] Murray, J. (2014). Participants’ perceptions of a MOOC. Insights, 27 (2), 154-159.
[10] Soyemi, O., Ojo, A., & Abolarin, M. (2018). Digital literacy skills and MOOC participation among lecturers in a private university in Nigeria. Library Philosophy and Practice (e-Journal), 1851.
[11] Sukhbaatar, O., Choimaa, L., & Usagawa, T. (2018). Students’ perception and experience of massive open online courses in Mongolia. Creative Education, 9, 1818-1828.