Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers

Marco Yamba-Yugsi (), Lourdes Atiaja Atiaja, Sergio Luján-Mora and Jose Luis Eguia-Gomez
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Marco Yamba-Yugsi: Unidad Académica de Posgrado, Universidad Católica de Cuenca, Azuay 010101, Ecuador
Lourdes Atiaja Atiaja: Instituto de Idiomas, Universidad de las Fuerzas Armadas ESPE, Sangolquí 171103, Ecuador
Sergio Luján-Mora: Departamento de Lenguajes y Sistemas Informáticos, Universidad de Alicante, 03690 Alicante, Spain
Jose Luis Eguia-Gomez: Departamento de Ingeniería de Proyectos y de la Construcción, Universitat Politècnica de Catalunya, 08029 Barcelona, Spain

Sustainability, 2022, vol. 14, issue 22, 1-11

Abstract: New technological advances and globalization have undoubtedly given rise to new forms of learning. Massive Open Online Courses (MOOCs), which are a kind of evolution on e-learning, have the endorsement of prestigious universities around the world, and are transforming the traditional teaching–learning process. In Ecuador, these online courses are based on the Basic General Education system and are neither popular among students nor widely used by teachers in their teaching method, thus, this teaching system is not considered as an official qualification. The inclusion of this tool in the Ecuadorian educational system as a learning resource would expand access to equal opportunities to students and teachers from all over the country. Therefore, our proposal is to use the MOOCs as a source with all the instructional contents of the subject and as classwork based on the flipped-classroom method. In this way, such resources can be an aid to traditional high school classes, and the average grade achieved by students through this platform, as well as the student’s participation, may be part of the formal evaluation system in any institution. With the purpose of measuring the level of confidence in online education and the usage of MOOCs as a tool for teachers’ work, a descriptive and analytical approach has been taken in this study. A quantitative survey was administered to 696 Basic General Education teachers who took used this type of course. The results of this investigation show that 93.9% of the teachers trust the online education; 89% are ready to use MOOCs as a teaching–learning resource and 79% would use MOOCs as part of the final grade. These data prove that MOOCs could be a complementary tool for Basic General Education in Ecuador, so they could contribute to improve learning outcomes and the development of traditional education.

Keywords: MOOC; flipped classroom; high school education; equality of opportunities (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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