Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey
Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey
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DOI：
10.1007/s12528-016-9123-z
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发表时间：
2017-04-01
影响因子：
5.6
通讯作者：
Punie, Yves
中科院分区：
文献类型：
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作者：
Castano-Munoz, Jonatan;Kreijns, Karel;Punie, Yves
虽然慕课如今被认为是专业发展和终身学习的潜在形式，但对影响慕课专业人士和失业者参与慕课的因素却很少进行研究。基于之前开发的框架，我们进行了一项研究，重点关注数字能力、年龄、性别和教育水平等背景变量对 MOOC 参与的影响。在分析数字技能的影响时，职业环境被认为是一个调节因素。研究结果表明，慕课对于失业参与者来说是一个重要工具，他们比就业学习者更有可能参加慕课。 MOOC 也是那些没有获得雇主支持其他培训活动的工人获得专业发展培训的一种方式。回归分析的结果表明，一个人的数字能力水平是参与 MOOC 的重要预测因素，并且对于参与 MOOC 环境，具体的交互技能比信息技能更重要。
While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background variables such us digital competence, age, gender and educational level on MOOC participation. Occupational setting was considered as a moderator in the analysis of the impact of digital skills. Results of the study showed that MOOCs were an important tool for unemployed participants who were more likely to enroll in MOOCs than employed learners. MOOCs were also a way for workers who do not received employer support for other training activities to get professional development training. Results of the regression analysis showed that a person's level of digital competence was an important predictor for enrolment in MOOCs and that specifically interaction skills were more important than information skills for participating in the MOOC context.