Professional Documents
Culture Documents
A Phenomenology Study
Arcena, Denise S.
Aque, Michelle
Ungcad, Johngerber P.
October 2017
ABSTRACT
Over the past few decades, Information and Communication Technology (ICT) had become part
of education and computer-based learning and teaching become more important in school and
universities. ICT in Education means teaching and learning with the use of technologies.
Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access
and participation in education. The massive and open nature of MOOCs places the control of
learning at the discretion of the learner. Therefore, it is essential to understand learner behavior.
This paper examines the psychological considerations inherent in learning and explores the
psychological challenges specific to the development and use of MOOCs such as the
motivational, emotional and intellectual commitment of MOOC learners, and the skills profile
that effective MOOC learners require are discussed. The psychological barriers that learners may
encounter when engaging with MOOCs are identified. In doing so, we highlight the importance
of considering the psychosocial and cognitive profile of the learner, and provide a psychological
characterization of many of the practical and theoretical issues that inform the design,
development and delivery of MOOCs. For example, digital literacy skills, individual differences
in motivation and self-regulation are key learner attributes in the context of MOOC-based
learning. The temporal dimension of learning is also addressed: how learners perceive time
online, how this influences time spent on tasks and how this may impact on the effective use of
MOOCs. Given that MOOCs are increasingly being accessed using mobile devices, the
psychological challenges of mobile MOOC-based learning are explored. It is anticipated that the
technology with MOOC learning and skills of Senior High School ICT students of Maryknoll
1. What is the profile of the SHS ICT in the use of technology with MOOC?
3. Is there a significant relationship between the use of technology with MOOC and the learning
The alternative hypothesis was that there are significant relationship between the use of
technology with MOOC and the learning and skills of the SHS ICT students.
This study used descriptive- correlational method of research for it involves the collection and
description of data in order to test the hypothesis or answer the question concerning the effects in
student’s learning and prowess of using MOOC specifically to the grades 11 and 12.
The respondents of this study are the Senior High School students particularly the Grades 11 and
were they are randomly selected using simple random sampling. In which this sampling method
would enable us to select a simple in an unbiased way for this sampling method is conducted
where each member of the population has an equal opportunity to become part of the sample
(Crossman, 2017).
Assessing the data recorded during our data gathering the test gave us insights into previously
known conditions taking place with the observational setup. The data we had gathered showed
unexpected results at every cognition level. The data we had gathered and analyzed only shows
that there is only exiguous significant relationship between MOOC towards the learning and
skills of the SHS ICT students of the MCPI are using MOOC in particular but they are not truly
The researchers would like to express their eternal appreciation and thanks to everyone
who wholeheartedly lends their support, guidance, advice and most of all their encouragement
that led us into the fulfilling of this study. To our Almighty God for the knowledge, strength and
wisdom. His guidance leads us to finish this quantitative study. To our parents who provided us
their financial support, love, values and advices. To Ma’am Crisel Suan, our practical research
adviser, for her positive nature, motivation and for never giving up in helping us with the
troubles that hindered us into the completion of this study. To those teachers who gave their time
to finish our task. We would also like to extend our thanks to the respondents, the cooperative
students who actively participated in our surveys, and the school’s admin for allowing us to
conduct surveys. To our classmates who we shared smiles and moments together despite of all
the struggles. And lastly we would like to thank God for watching over us and leading us to the
To my family and friends who have always guided, encouraged and supported me
To my group mates Exekiel, Johngerber, Denise and Michelle for helping
and accompanying me all through the way
-Kayla-
-Exekiel -
And to our teacher in practical research 2 Ms. Crisel Suan for teaching
And guiding us all through the way.
-Johngerber-
I would like to thank my parents and my friends for supporting me for
Making this research into a reality by supporting on the expenses and cheering me up.
To our practical research Ms. Crisel Suan thank you for your help and guidance through our whole thesis
making, this
would not be possible without your guidance and teaching.
-Denise-
I’d like to take this opportunity to thank God for giving me such knowledge about our research.
To our research teacher, Ms, Crisel Suan, I would like to thank her for guiding us in
This activity.
To my family who is always there to support me financially
To my team thank you for helping me to fulfill my duties.
-Michelle-
TABLE OF CONTENTS
Chapter 1: Introduction
Research Question
Research Hypothesis
Theoretical Framework
Conceptual Framework
Method Used
Research Instrument
CHAPTER V:
INTRODUCTION
The Massive Online Open Course (MOOC) is a response to the challenges faced by the
organizations and distributed disciplines in the time of information overload. It used to be that
when you wanted to know something you could do few things. You could ask someone, you
could buy a book, try to figure it all out of yourself or you could call a school. If that school
offered that course in the thing you were trying to figure out. You could go there and take it. You
could get access to information about the topic. An instruction at home through journals and
books to Boolean information together from a library. You might even find others who are also
interested in the same things as you are. The MOOC is built for world where information are
everywhere. Where social network obsessed with the same thing that you are is a click away at
digital world. A world where an internet connection gives you access to staggering amount of
information. A MOOC is one way of learning in the network world. A MOOC is a course, it’s
open, it’s participatory, it’s distributed and it supports life-long networked learning. In one sense
Massive Online Open Course is just that. It’s a course it has facilitators, course materials, it has a
start and end date, it has participants. But a MOOC is not a school. It’s not just an online course.
It’s a way to connect and elaborate while developing digital skills. It’s a way of engaging in the
learning process that engages what it means to be a student. It is maybe most importantly an
EVENT around which people care about the topic and get together and work and talk about it in
a structured way. The course is open. All of the work gets done in areas accessful for people to
read, reflect and comment on. The course is open in the sense that you can go ahead and take a
course without paying for it. You might pay to get the credit through an institution but you are
not paying for participating in the course. It’s also open in the sense that the work done in the
course is shared between all the people taking it. The material put together by the facilitators, the
work done by the participants, it’s on negotiated in the open. You get to keep your work and
everybody gets to learn from it. The course is participatory. You really become part of the course
by engaging with other people’s work. Participants are not asked to complete specific
assignments but rather to engage with the material with each other and with other material they
may find in the web. You make connections between ideas and between you and other people,
your network. One of the outcomes that people get from the course are the network connections
they built up through engaging with each other. The course is distributed and all blog posts,
video responses, articles, tweets and tags all meet together to create a network course. They’re
mostly not found in one central location but rather all over the internet in different pockets and
clusters. There’s no right way to do the course no single path from the first week to the last. This
allows for new ideas to develop and for different points of views to co-exist. But it also means
that one of the side effects of a MOOC is the building of a distributed knowledge base on the net.
The course is a step on the road to life-long learning. MOOC’s promote independence among
learners and encourages participants to work in your own spaces and to create authentic networks
that they can easily maintain after the course finishes. A MOOC can promote the kind creation
that life-long learning is all about. The course part is just the beginning. And how can you go
about finding one of these? Well news that a MOOC will be offered usually spreads on online
networks. People who have reputations for interesting skills or innovative thinking about the
topic decide to collaborate by offering an open online course covering that topic anyone who
wants to join in can. In a MOOC you can choose what you do, how you participate, and only you
can tell in the end if you’ve been successful just like real life.
STATEMENT OF THE PROBLEM
People nowadays do not often recognize MOOC as a learning guide for learning which in
fact it greatly helps the students of today to learn more through advance technology. For them
MOOC is nothing more than like just a gaming tool to make time pass by without being bored,
but for us it is not just a mere technology, it is our future, we believe there is still something in it
that others were not recognizing. This study aims to conduct a study about this research because
1. What is the profile of the SHS in the use of technology with MOOC?
3. Is there a significant relationship between the use of technology with MOOC and the learning
1. To determine the profile of SHS ICT with regards to the use of technology especially the
MOOC.
3. To determine the significant relationship between the use of technology with MOOC learning
Learning is mediated by language of instruction and social engagement. Both factors may
play a significant role in understanding motivation to learn in massive open online courses
(MOOCs). Massive open online courses (MOOCs) provide people from all over the world the
opportunity to expand their education for free without any commitment or prior requirements.
The importance of our study is to make sure that MOOC really helps with the students learning
and skills in their academic performance. This study refers to the enthusiastic effects of MOOC
RESEARCH HYPOTHESIS
Online Open Course and learning and skills of grades 11 & 12 Senior High Students.
This study is limited to the determination of the significant relationship between effects
of Massive Online Open Course and learning and skills of grades 11 & 12 Senior High Students.
It focuses on the effects of Massive Online Open Course. The scope of this study is limited to the
learning and skills of grades 11 & 12 SHS of MCPI, which is a great deal to give attention today
This chapter represents the effects of Massive Online Open to the learning and skills of
grades 11 & 12 ICT SHS of MCPI. This literature and performance was reviewed to determine
the learning and skills of the students so as to gain a comprehensive understanding with respect
Wegerif, R. (2002). Literature Review in Thinking Skills, Technology and Learning. Bristol:
Futurelab.
"Education has received a much needed boost in the form of distance learning and a key catalyst
for the growth of distance learning is video communications" (Walsh & Reese, 1995).
Papert (1980) studied on ‘Children, computer and powerful idea’. He understood the importance
of digital media and how it could be used to enable children to learn better within a constructivist
learning environment. He believed that in order for children to assemble and modify their ideas,
the traditional tools such as pencils, copies and texts were inadequate. He felt that computers
were the appropriate tool to enable the learner to take control of the learning process. He found
implementation of each one benefiting the other. Recent attempts by educators to integrate
technology in the classroom have been within the context of a constructivist framework.
Jakobsone and Cakula (2015) aimed to get a new perspective on knowledge sharing process, and
better understand the future of automated learning support system involving the use of new
technological opportunities. The major study question was how the automated learning support
system could develop the efficiency and quality of further knowledge flow and offer sustainable
cooperation between educational institutions and entrepreneurs. The researchers found that the
analysis of the information system as an online learning support platform, improved quality of
knowledge flow, and recommendations for advancing work-based learning besides the
the learning process needs to be real and simple to help adults find how to solve their problems;
preparation of training is needed following a specific employer demand and knowledge sharing
has to be equally vigorous on both interested sides; and needs have to be obtained; and accurate
Czerniewicz, L; Deacon, A; Fife, M; Small, J; Walji, S (2015). CILT Position Paper: MOOCs.
THEORETICAL FRAMEWORK
'CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC
(Massive Open Online Course) in 2008. It was a course and a network about the emergent
practices and the theory of Connectivism, proposed by George Siemens as a new learning theory
for a digital age. It was convened and led by Stephen Downes and George Siemens through the
University of Manitoba, Canada. Although the event was not formally advertised, more than
2000 participants from all over the world registered for the course, with 24 of these enrolled for
credit. The course presented a unique opportunity to discover more about how people learn in
large open networks, which offer extensive diversity, connectivity and opportunities for sharing
knowledge. Learners are increasingly exercising autonomy regarding where, when, how, what
and with whom to learn. To do this, they often select technologies independent of those offered
by traditional courses. In CCK08 this autonomy was encouraged and learning on the course was
distributed across a variety of platforms. This paper explores the perspectives of some of the
connectedness/interactivity.
CONCEPTUAL FRAMEWORK
Figure II. e
METHODOLOGY
This chapter will discuss the research method which includes the method used, the
respondents of the study, research instrument, data gathering procedure and statistical treatment
of the data.
Method used
The study made use of the descriptive – correlational method of research. It involves the
collection and description of data in order to test the hypothesis or answer the question
concerning the effects in student’s learning and skills in terms of using Massive Online Open
Course (MOOC) specifically to the grades 11 and 12 Senior High School students of MCPI.
The respondents of this study are the aspiring programmers of Senior High School
students particularly the Grades 11 and 12 of Information and Communication Technology (ICT)
Research Instrument
The study made use of a survey questionnaire and observation checklist on the student’s
learning and skills of using massive online open course (MOOC), which was adopted and
revised by the researcher. There are 21 questions intended the respondents that will provide the
necessary information needed by the researchers in the process of finishing this study.
Data Gathering Procedure
The following procedures were undertaken by the researcher to gather the data that will
1. Request of permission to conduct the study. A formal request was presented through the
research adviser, to their subject teachers and to the school head of the MCPI to conduct
11 and 12.
informed first by having a letter given by the researcher and will sign after reading. For
the agreement between the researcher and the respondents, approving to answer the given
3. Administration of the questionnaire. After the approval of the request, the researcher
and 12 during the last week of October and 1st week of November 2017. The respondents
will be given a short briefing about the questionnaire, particularly in some areas that are
4. Retrieval of the questionnaire. The questionnaires were retrieved after 4 days through the
help of some friends. The data were collected, tabulated, and analysed in accordance
The statistician made used of the Statistical Package for Social Sciences (SPSS) version
16 to analyze the data gathered. Furthermore, descriptive statistics were used in order to
determine the mode, median, minimum, maximum values and range. Moreover, principal
component analysis (PCA) was used to resort, to lessen and to determine the correlation of
variables. Chi square test of independence was also used to compare to variables in contingency
table to see if they are related in a more general sense, it tests to see whether distributions of
This chapter presented, analyzed and interpreted all the data gathered in this study.
P0resenttation was done through the use of tables. Analysis and interpretations of data was done
PROFILE OF THE SHS ICT STUDENTS IN THE USE TECHNOLOGY WITH MOOC
Cumulative
It is shown in the table that the twitter is the most social media site commonly used by the
students. The table shows that 40.0% of the students often use twitter and less to use Facebook
that has the percentage of 37.5%, Google of only 12.5%, and the MOOC and Youtube that has
the same percentage of 5.0%,.The Respondents in the table represents the number of respondents
agreed to what social media sites they are using often, while the percentage represents the
percentage of the respondents, Valid Percent indicates no one refuse to answer and cumulative
percent is the total of all the percent showed in the table. The data we had gathered is also similar
to the research of Daniel G. Krutka from Texas Woman’s University and Jeffrey P. Carpenter on
whom they had conducted a research entitled Participatory learning through social media: how
and why social studies educators use twitter on where the abstract of their study states that the
microblogging service Twitter offers as platform that social studies educators increasingly use
for professional development, communication, and class activities. They had determined that the
respondents suggest that they value professional development experiences but less to utilize
Cumulative
approximately 62.5% and 12.5% of the respondents stated that they only know 1 interactive
websites leaving 25.0% percent who answered that they only knew 2 interactive learning number
of websites. According to Quinn and Iverson argued that students “need to be engaged more and
to be put at the centre of the learning experience to change from ‘passive vessel’ to ‘active
participant and to savvy not only 1 but more than 1 interactive learning websites’” (as cited in
Pannesse & Carlesi, 2007). So as what Quinn and Iverson argued we can clearly conclude that
students don’t need only to be engaged on what interactive learning websites but to more than 1
Cumulative
information is mostly 30 minutes which has the percentage of 55.0% while the less is only 2
hours that has the percentage of 10.0%, because for them 30 minutes is enough to gather
information. According to Kolbe 2011 the less students spent their time on gathering
information, the less they gain knowledge. So the result we had found are some of today’s
generation are less to spent their time on gathering information and on the other hand they also
learn less and there are only 17.5% who stated that they had spent more than 3 hours on
gathering information which clearly means that they had gathered much information than those
Cumulative
gaining knowledge rather than any other use of social media that only got 22.5%. 19 of the
Cumulative
As the data being shown in the table most of the respondents answered yes which got the
percentage of 80.0% than no that only got the percentage of 8% to the effectiveness of MOOC in
Cumulative
As the data being shown in the table most of the respondents answered yes which got the
percentage of 72.5% than no that only got the percentage of 27.5% as the MOOC changes the
MOOC is way too effective rather than actual class, mostly those who
Cumulative
As the data being showed above most of the respondents answered yes with the percentage of
57.5% rather than the no with the percentage with 42.5% who does not believe that MOOC is
Cumulative
As the data being shown in the table most of the respondents answered yes that has the
percentage of 67.5% than those who answered no with only 32.5%. because as what they have
said they can learn more to their lessons rather than listening to the baseless statements of other
people.
Cumulative
Cumulative
As the data being showed above 47.5% of the students agreed that the MOOC is considered as an
educational community rather than the 7.5% who stated that they consider MOOC as any other
Cumulative
It can be gleaned through the data that 67.5% considered MOOC as a reliable source in terms of
gathering informations regarding your career or academic interests on social networking sites
rather than the 32.5% who disregard MOOC as a reliable source in terms of gathering
Cumulative
As shown in the data there are 32.5%who stated that they use MOOC few times a week which is
for them it is already way too enough to gather the informations they needed to acquire and
approximately 5.0% who stated that they use MOOC 5-8 times/day per week.
General Discussion
Assessing the data recorded during our data gathering the test gave us insights into
previously known conditions taking place with descriptive and correlational setup. The data we
had gathered showed unexpected results at every cognition level. The data we had gathered and
analyzed only shows that there is only exiguous significant relationship between MOOC towards
the learning and skills of the SHS Students of MCPI. And by that what we truly mean is that
the grades 11 & 12 ICT Students of MCPI are using MOOC in particular but they are not truly
This chapter presents the conclusion and recommendations of the research work
undertaken, the conclusions drawn and the recommendations made as an outgrowth of this study.
This study is on the profile and performance evaluations of Grades 11 & 12 Senior High School
Conclusions
1. The students are often or commonly using the twitter in terms of social media,
2. The students know more of three interactive learning websites for gathering their
3. Only few of the students are familiar with the word MOOC
4. Twitter, Youtube, Facebook and any other social media websites are somehow related
5. There is a exiguous significant relationship between the use of technology with MOOC
12. MOOCC is way too effective than actual class, mostly those who are in favor are the
Recommendation
Based on the findings and conclusions presented, the following recommendations are
suggested:
1. The researchers recommend that the students must be aware of the massive open online
2. The researchers recommend that the students should improve their learning and skills not
only through using the digital world but also through interacting with real life person.
Interacting with each other and learning together with others is way too better than being
3. The researchers recommend that the students should keep on learning and doing mistakes
(not literally always but sometimes) while programming, in that way they are going to
notice their mistakes and no one will ever have to tell them about it again.
BIBLIOGRAPHY
“‘A Bill of Rights and Principles for Learning in the Digital Age.’” The Chronicle of
Higher Education 23 Jan. 2013. The Chronicle of Higher Education. Web. 23 June 2016.
Academic & Research Libraries 44.3 (2013): 163–175. EBSCOhost. Web. 23 June 2016.
Becker, Bernd W.“Connecting MOOCs and Library Services.” Behavioral & Social
June 2016.
Bousquet, Marc. “Good MOOC’s, Bad MOOC’s.” The Chronicle of Higher Education
Bruce E. Massis. “MOOCs and the Library.” New Library World 114.5/6 (2013): 267–
Creed-Dikeogu, Gloria, and Carolyn Clark. “Are You MOOC-Ing Yet? A Review for
Davidson, Cathy. “10 Things I’ve Learned (So Far) from Making a Meta-
Stommel, J., “Digital Pedagogy and MOOCification.” Jesse Stommel 4 Mar. 2013. Web.
23 June 2016.
Educause. “What You Need to Know About MOOCs” 2012. Web. 23 June 2016.
Fowler, Lauren, and Kevin Smith. “Drawing the Blueprint As We Build: Setting Up a
Library-Based Copyright and Permissions Service for MOOCs.” D-Lib Magazine 19.7/8
Glance, David George, Martin Forsey, and Myles Riley. “The Pedagogical Foundations
Gore, Hannah. “Massive Open Online Courses (MOOCs) and Their Impact on Academic
Library Services: Exploring the Issues and Challenges.” New Review of Academic
Kamenetz, Anya. The Edupunks’ Guide To a DIY Credential. 2011. Web. 23 June 2016.
Kaushik, Anna, “MOOCs and Library and Information Science Domain: A Review of
Teach?” Commun. ACM 55.8 (2012): 26–28. ACM Digital Library. Web. 23 June 2016.
Scott, Ralph. “Libraries and MOOCs.” North Carolina Libraries (Online) 72.1 (2014):
24–25. Print.
TEDx Talks. TEDxMuskegon -- Maria Andersen -- Recipe for Free Range Learning.
Film.
“The Language of MOOCs.” Hack Education. 7 June 2012. Web. 23 June 2016.
“The Pedagogy of MOOCs.” Paul Stacey 11 May 2013. Web. 23 June 2016.
Toven-Lindsey, Robert A.1 Rhoads, and Jennifer Berdan Lozano. “Virtually Unlimited
Classrooms: Pedagogical Practices in Massive Open Online Courses.” Internet & Higher
Wu, Kerry. “Academic Libraries in the Age of MOOCs.” Reference Services Review 41.3
Personal Particulars
Name: Kayla May D. San Antonio
Date of Birth: September 29,1999
Gender: Female
Nationality: Filipino
Religion: Roman Catholic
Name of Mother: Rosalyn D. San Antonio Occupation: Housewife
Name of Father: Rodelio A. San Antonio Occupation: Correctional Officer
Contact Information
Address: Zone 3. DAPECOL B.E Dujali, Davao Del Norte
Tel(Home): --
Tel(Mobile): 09103985419
E-mail address: kaylamay18sanantonio@gmail.com
I hereby certify that the information above is true and correct best of my knowledge
and belief. I understand that any misinterpretation will be considered sufficient reason
Researcher
Curriculum Vitae
Personal Particulars
Name: John Gerber P. Ungcad
Date of Birth: November 28, 1999
Gender: Male
Nationality: Filipino
Religion: Roman Catholic
Name of Mother: Sabrina Ungcad Occupation: none
Name of Father: Rodrigo Ungcad Occupation: none
Contact Information
Address: Alejal Carmen Davao Del Norte
Tel(Home): --
Tel(Mobile): 09163577466
E-mail address: Korosensei101@gmail.com
I hereby certify that the information above is true and correct best of my knowledge
and belief. I understand that any misinterpretation will be considered sufficient reason
Researcher
Curriculum Vitae
Personal Particulars
Name: Christine Denise S. Arcena
Date of Birth: December 1,1999
Gender: Female
Nationality: Filipino
Religion: Roman Catholic
Name of Mother: Augustina S. Arcena Occupation: OFW
Name of Father: Darwin B. Arcena Occupation: Brgy. Counsilor
Contact Information
Address: Prk. 1-B Brgy New Malitbog Panabo City
Tel(Home): --
Tel(Mobile): 09055290236
E-mail address: arcenakim@yahoo.com
I hereby certify that the information above is true and correct best of my knowledge
and belief. I understand that any misinterpretation will be considered sufficient reason
Researcher