Universal Journal of Educational Research Vol. 7(11), pp. 2417 - 2424
DOI: 10.13189/ujer.2019.071119
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Are MOOCs in Blended Learning More Effective than Traditional Classrooms for Undergraduate Learners?

Maheran Zakaria ^1,*, Suryani Awang ², Rahayu Abdul Rahman ^3
1 Faculty of Accountancy, University Teknologi MARA Kelantan, Malaysia
² Academy of Language Studies, University Teknologi MARA Kelantan, Malaysia
³ Faculty of Accountancy, University Teknologi MARA Perak, Malaysia

ABSTRACT

Massive open online courses (MOOCs) have become one of the most prominent trends in higher education. In contrast to a traditional classroom where knowledge is delivered through face-to-face interaction, MOOCs offer open-access, video-based instructional content, and forums which are released through an online platform to unlimited number of learners. Despite impressive notable features, their effectiveness has yet to be proven. Intrigued with this issue, the objective of this study is to examine the effectiveness of learning via MOOCs in blended learning and traditional classrooms among undergraduate learners. An experimental study which employed non-equivalent pre-test and post-test control group design among two hundred and five undergraduate accounting students was conducted in one of the universities in Malaysia. The students were divided into two groups; experimental and control. The experimental group was taught via MOOCs in blended learning, while the control group was taught in traditional classrooms. The results of paired sample T-test indicated that there were significant differences in academic achievements between the pre-test and post-test groups (experimental and control groups). The magnitude of effect of the former was higher than the latter. The results of MANOVA indicated that there were significant differences in academic achievements between groups in post-test, but not in the pre-test. Hence, MOOCs are more likely to be more effective than traditional classroom in teaching and learning today's generation which consists of digital savvy natives. The discoveries provide significant insights for educational fraternities on technological and pedagogical aspects of how teaching and learning can best be delivered and acquired.

KEYWORDS
Academic, Achievements, Massive Open Online Courses, Online Teaching, Learning, Traditional Classrooms

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Maheran Zakaria , Suryani Awang , Rahayu Abdul Rahman , "Are MOOCs in Blended Learning More Effective than Traditional Classrooms for Undergraduate Learners?," Universal Journal of Educational Research, Vol. 7, No. 11, pp. 2417 - 2424, 2019. DOI: 10.13189/ujer.2019.071119.

(b). APA Format:
Maheran Zakaria , Suryani Awang , Rahayu Abdul Rahman (2019). Are MOOCs in Blended Learning More Effective than Traditional Classrooms for Undergraduate Learners?. Universal Journal of Educational Research, 7(11), 2417 - 2424. DOI: 10.13189/ujer.2019.071119.