MOOCs in the continuing vocational training – what motivates employees in MOOCs?
Drake, Merja; Rajaorko, Päivi (2018)
Drake, Merja
Rajaorko, Päivi
Arene ry.
2018
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2018110216573
https://urn.fi/URN:NBN:fi:amk-2018110216573
Tiivistelmä
Our aim with this study was to find out how Universities of Applied Sciences (UASs) could respond to the training needs of the world of work and the workforce by offering MOOCs (Massive Open Online Courses). We found out that MOOCs are a suitable method for updating knowledge, and an easy way to participate in continuing vocational training. Working students considered MOOCs as a good way to learning new skills in their chosen field, and the major motivation for participating in them was a desire to gain knowledge and skills they needed in their job.
Our research focus was on two particular MOOCs, namely Sustainable Energy Solutions and Almost Zero Building. These topics are new EU level directives in the energy and building sector, and therefore create pressure to train professionals in the field.
We used the action research method, and the research data consisted of Moodle analytics, student feedback, questionnaire data and interviews with both students and employers. As an analysis matrix we used the student-teacher dialectical framework within self-determination theory.
Our research focus was on two particular MOOCs, namely Sustainable Energy Solutions and Almost Zero Building. These topics are new EU level directives in the energy and building sector, and therefore create pressure to train professionals in the field.
We used the action research method, and the research data consisted of Moodle analytics, student feedback, questionnaire data and interviews with both students and employers. As an analysis matrix we used the student-teacher dialectical framework within self-determination theory.