Digital Literacy Skills and Massive Open Online Courses

Digital Literacy Skills and Massive Open Online Courses Participation by Lecturers in Babcock University, Nigeria Opeyemi Deborah Soyemi, Adebowale Ifeoluwa Ojo, Mobolude Jadesinmi Abolarin and Ezinwanyi Madukoma soyemio@babcock. edu. ng soyemiopeyemi@gmail. com Andrews Research Conference, 2018

Outline q. Introduction q. Research Objective q. Research Questions and Hypothesis q. Methodology q. Key Finding q. Conclusion q Recommendation Andrews Research Conference, 2018 10/30/2021 2

Introduction- MOOC Distant learning ? MOOC- virtual class, expert & learners interact using learning materials provided freely. Characteristics q Openness q Collaboration q Massive Aim To make higher education accessible to students (developing countries) Uses MOOC now serve as a digital literacy or lifelong learning tool MASSIVE OPEN ONLINE COURSE (MOOC) Andrews Research Conference, 2018 10/30/2021 3

Examples of MOOC Providers q. MOOC platforms now provide learning opportunities for professional development and lifelong learning. q. Growing research interest in MOOC participation among professionals. Andrews Research Conference, 2018 10/30/2021 4

MOOC and Professionals q. Dhanani, Chavda, Patel and Tandel (2016) surveyed the awareness and utilisation of MOOC and video series as continuous learning tools for faculties in India. q. MOOC users are classified as registrants, browsers, completers and certified users (Garrido, Koepke, Andersen, & Garrido, 2016). q. But this study classified users as active and inactive users as suggested by (Escher, Noukakis, and Aebischer, 2014). Andrews Research Conference, 2018 10/30/2021 5

MOOC Use Limitations lack of digital literacy skills no reward for teaching MOOC Use limitation need for selfdirected learning need for good instructional design democratisation and competition among providers (Edu. Tech, 2013; Fyle, 2013; Richter, 2013 in Al Dhlan, 2017) Andrews Research Conference, 2018 10/30/2021 6

Digital Literacy and MOOC Participation q. This study defined digital literacy skill as one’s ability to use digital tools to create, access, manipulate, communicate and use information. q. Castaño-Muñoz et al. (2017) surveyed the influence of digital competence and occupational setting on MOOC participation among participants of five different MOOCs resident in the European Union. q. Finding: respondents had a high level of digital competence. qwith the informational and interacting aspect of digital competence as essential to MOOC participation. Andrews Research Conference, 2018 10/30/2021 7

Digital Literacy and MOOC Participation II q. Garrido, Koepke, Andersen, and Garrido (2016) using a mixed method surveyed various stakeholders in MOOC in Colombia, the Philippines and South Africa with the aim of informing MOOC practices across developing countries. Findings: 48% of the MOOC users have basic computer skill and importantly over 80% of MOOC users surveyed have the basic and intermediate level of ICT skill. Andrews Research Conference, 2018 10/30/2021 8

Research Objective • This study investigated digital literacy skill and participation in MOOCs by lecturers at Babcock University. Level of lecturers’ Digital literacy skill MOOCs Participation by lecturers Andrews Research Conference, 2018 10/30/2021 9

Research Questions and Hypothesis Research Questions q. What is the level of lecturers’ digital literacy skill at Babcock university? q. What is the nature of MOOC participation among lecturers? Hypotheses q. Lecturers’ digital literacy skill does not significantly influence their participation in MOOC. Andrews Research Conference, 2018 10/30/2021 10

Methodology Design: Survey design Population: 110 lecturers Total enumeration 110 lecturers 10/30/2021 Instrument: Structured questionnaire(3 section) (3 sections) Response rate: 55% Data Analysis: Descriptive & Logistic regression 11

Key Findings- Digital Literacy Skills Especially in locating information online and manipulating computer hardware and software Andrews Research Conference, 2018 10/30/2021 12

Key Findings- Digital Literacy Skills using personal productivity tools 5% 15% downloading and installing a software 2% 3% 13% operating a personal computer 0% 2% 5% 0% 15% 45% 2% 8% 22% operating application software Beginner 32% 2% 13% using digital devices Novice 33% 27% 48% 20% 35% 47% 45% 20% Advanced 60% Proficient 80% 0%20% 7% 5%5% 18% 42% 27% 28% writing a web page (or blog entry) 10%18% Novice Beginner 20% Advanced subscribing to a newsfeed or podcast feed to get updates 32% 30% 42% 0%3%30% 5% 0% 18% 35% 40% 12% 30% 15% 20% 25% 60% Proficient 62% 40% 60% Proficient 80% Figure 3: Finding Information Online skill 12% 10% 35% sharing a URL by email or social bookmarking 100% 14% 5% 29% organizing and classifying bookmarks and downloaded files 12% 27% 0% Expert Novice 10/30/2021 25% 35% 7% 12% 80% 100% Expert Figure 2: Creating Information online skill looking for online professional development opportunities evaluating useful online learning resources browsing the internet to download needed resources Beginner 15% 0% 100% 27% Expert Figure 1: Computing skills Novice 8%18% creating my own digital learning material 48% 40% starting and managing an online discussion adding comments to web pages, forums and blog entries Beginner 20% Advanced 40% Proficient 27% 31% 17% 22% 32% 60% 18% 80% 100% Expert Figure 4: Using Information Online skill 13

Key Findings – MOOCs Enrolment Low level of MOOC enrolment among lecturers Only 25% of the respondents had enrolled for a course on MOOC Coursera was the most popular MOOC website among lecturers 10/30/2021 14

Key Findings – Reasons for MOOC Enrolment Table 1: Reasons for MOOC Enrolment among Respondents Reasons Frequency ( n=15) Percentage Skill acquisition 11 73. 3 Knowledge Update 11 73. 3 Improve employment opportunities 5 33. 3 Personal Development 5 33. 3 Explore new areas in my discipline 1 7 Improve teaching and learning 1 7 q. Many respondents (73%) enrolled for courses that will either improve their skill as well as update their knowledge on subject area or specialisation. 10/30/2021 15

Key Findings – MOOC Participation Many lecturers (80%) were inactive participants Enrolment does not translate to active participation Only 20% of lecturers that enrolled for MOOCs actively participate. 67% of active participants received Statement of Accomplishment as evidence of MOOC participation Andrews Research Conference, 2018 10/30/2021 16

Key Findings – MOOC Participation Reasons for inactive participation 7% 7% Lack of time 7% Slow Internet Connectivity 52% 27% Technology mishap Lack of commitment Finances q 53% of the respondents agreed that lack of time is a major reason for inactive participation. Andrews Research Conference, 2018 10/30/2021 17

Key Findings- Influence of Digital Literacy Skill on MOOCs participation Table 1: Regression of Digital Literacy Skill and MOOC participation Step Model Summary -2 Log likelihood Cox & Snell R Square 1 X 2 = 2. 35, ρ = 0. 969 67. 480 a . 000 Nagelkerke R Square. 000 MOOC participation is not a function of lecturers’ level of digital literacy Table 1 show no statistically significant influence of digital literacy skills on enrolment in MOOC (X 2=2. 35, p>0. 05). This revealed that most of the respondents are digitally literate, but have not enrolled in MOOC. Hence, their participation is not a function of their level of digital literacy skills. • Andrews Research Conference, 2018 10/30/2021 18

Conclusion q. MOOCs is a significant development in learning technologies that has extended access to education free of charge. q. MOOCs provide a platform for lifelong learning. q. Professionals including lecturer can now leverage on this opportunity to improve their skill and update knowledge in their subject area. q. However, there is still a low level of enrolment, and low level of active participation in MOOC, majorly due to lack of time on the part of users, slow internet connection, lack of recognition by employers and users’ skill. Andrews Research Conference, 2018 10/30/2021 19

Recommendations q. University management need to put in place strategies to sustain lecturers’ digital literacy skill by training and retraining them. q. The University management need to conduct training sessions especially in the area of creating information online and using online information. q. MOOC stakeholder must strategize on how to promote benefits of MOOC among employees and employers to increase enrolment and participation. q. Lecturers should devise a means for creating time so they can participate in MOOC since MOOC is a self-directed learning approach. q. University management should strategize on improving access to a fast internet connection. Andrews Research Conference, 2018 10/30/2021 20

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