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In 2018, Ministry of Higher Education Malaysia (MOHE) has set a standard that every local university in Malaysia is required to upgrade the use of Massive Open Online Courses (MOOC) to at least 20% in all the courses offered in the institutions. In polytechnics specifically, MOHE has targeted 40% of the total number of students to use MOOC through 70 courses offered beginning 2018. Thus, MOOC has received wide publicity that many institutions are investing on it in order to create self-centered learning among their students. At the same time, lecturers are also involved in making sure the success of online learning such as MOOC is fulfilled. With the introduction of MOOC among the English lecturers of polytechnics in Malaysia, it is hoped that the lecturers’ teaching practice with the element of automated instructions could be changed and upgraded for the betterment of English Language education. In this research, Technology Acceptance Model (TAM) is used in order to find out on the perceived usefulness and ease of use of the MOOC among the English Language lecturers in one of the polytechnics located in the east coast of Malaysia. The finding shows that the lecturers indicated positive feedbacks towards MOOC. However, concerns were still located among them if MOOC is used in the future, covering all topics in the English Language subjects. Therefore, the use of MOOC among the lecturers should be encouraged further to develop a better understanding and openness of MOOC for English language education.
Technology has been used for so many years in education. Technology allows its user to become more independent and aggressive in finding knowledge. For the past few years, Massive Open Online Courses (MOOC) has received special attention in the education world. The unlimited boundaries of knowledge-searching have definitely made MOOC as one of the choices in learning and teaching online as it is an online learning course that is open freely. Although there are many challenges in adapting MOOC into the education world, one prominent challenge comes from the Key Performance Indicators (KPI) set by the Ministry of Higher Education of Malaysia (MOHE). As MOOC Malaysia is the Ministry’s priority agenda under Surge 9: Globalized Online Learning under the Malaysian Education Development Plan (Higher Education) 2015-2025, MOHE has announced that beginning 2018, every public university in Malaysia is required to upgrade the use of MOOC to at least 20% from the whole courses offered. The KPI set by the ministry is a minimum of two General Education Subjects must be taken and fulfilled by the students using MOOC. Specifically, for polytechnics, MOHE has targeted 40% of all polytechnic students to have used MOOC through 70 courses offered beginning 2018. One of the subjects selected is DUE3012; Communicative English .
Although online learning is always with the acceptance from the students, not many of us pay attention to the struggle the educators have to face when using these online teaching methods. The impacts on pedagogical practice are huge and at the same time, they provide a new method in the teaching process among the educators. With the introduction of long lists of technology for education, MOOC might seem to be another platform to highlight the use of technology in teaching. The perceptions of identifying the usage and recognizing the functions of MOOC has been a never-ending fight for the educators. Thus, it is not clear on how familiar the educators are with MOOC concept, the technology used and how it may be beneficial and functioned in teaching.
Another area that should be considered is the promoting automated instruction to the educators that allows for connections between the educators and the learners, hence filling in the gap throughout the teaching-learning process. Automated instruction is a process where the content is provided to students using a preprogrammed automated system rather than through a live instructor (Cook, 1964). This provides space for both educators and students in dealing with the teaching-learning process. At the same time, self-centered learning that has been promoted to students is achieved.
This research interest would be in the studying the acceptance of teaching online with the help of MOOC. The result would be beneficial in promoting and supporting teaching methods using the MOOC, for the educators to be more open and ready in using technology in teaching.
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