Fundamentals of Adjusting MOOCs in Acquiring Innovation Competencies

Sembiring, Maximus Gorky and Rahayu, Gayuh (2020) Fundamentals of Adjusting MOOCs in Acquiring Innovation Competencies. In: nternational Conference on Open and Innovative Education, 2-4 Juli 2021.

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Abstract

Observable arrangements in adjusting quality-satisfied massive open online courses (QS-MOOCs) related to Indonesia 4.0 were particularized in this study. It was expected to visualize its determinants observed by faculty related to endorsing innovation competencies. It was also of interest to disclose how and in what routines all attributes involved interrelated with one another. Design/methodology/approach – An exploratory design (mixed methods) was utilized. A conceptual framework was established first by conducting activities consisting of a series of literature reviews and focus group discussions. QSMOOCs includes presage, pattern, process, product, practicability, prospective, and power (7P). QS-MOOCs was viewed from scientific, technical, economic, and socio-cultural perspectives. QS-MOOCs preceded innovation competencies (critical thinking, creativity, and networking). The operational framework was then established with the 7P, QS-MOOCs, and innovation competencies as independent, moderating, and dependent variables respectively. The population was the faculty of Universitas Terbuka Indonesia. Respondents were randomly chosen to accumulate data through a survey of 631 academic staff. Methodically, importance-performance analysis (IPA) and a customer-satisfaction index (CSI) were emulated and then utilized to synchronously estimate the satisfaction level of QS-MOOCs and their degree of importance. Ten hypotheses were developed and then examined by applying structural equation modelling (SEM). This was meant to scrutinize the loading factor and interrelation power among the factors involved. Replies from 142 respondents were finally completed. Findings – Statistically, seven out of the ten hypotheses examined were validated by the analysis. It was decisively recognized that product was the most significant determinant of QS-MOOCs, followed by power, practicability, pattern, and prospective. QS-MOOCs had direct control over critical thinking and creativity, whereas presage, process, and networking were excluded by the analysis. The study was also able to encounter 24 (out of 32) attributes as the pillars of QSMOOCs. The quantitative frame was statistically satisfactory as of the nine cut-off values, seven were in the good-fit and two in marginal-fit categories. Originality/value/implications – The qualitative framework seems defectively strengthened by the quantitative procedure. The study recognized that variance refers to the three invalidated hypotheses. A further in-depth review is required to find the motives and diminish plausible divergence. This can be done by searching for a more relevant approach, augmenting conjectural coverage, and/or enlarging the sample size

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