Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents
Abstract
:1. Introduction
2. Promoting Sustainable Energy Learning through the MOOCs
3. The Relevancy of the MOOC Course about Sustainable Energy
4. The Aim and Content of the MOOC Course “Sustainable Energy”
- give a versatile glimpse into one of the biggest global challenges of today, sustainable energy;
- strengthen the students’ skills on sustainable energy and its production based on the latest research and technology innovations;
- help to understand energy production in the future as a multidimensional entity;
- increase the students’ ability to evaluate the choices connected to sustainable development in the daily life;
- promote Finnish knowledge of energy and future study possibilities, as well as the Millennium Technology Prize;
- inspire learning about mathematical subjects, natural sciences and branches of technology.
5. Research Methods
- (1)
- What do the adolescents find relevant in the MOOC course about sustainable energy?
- (2)
- What are the opportunities and challenges of the MOOC for the adolescents to learn sustainable energy?
6. Research Results
6.1. The Relevancy of the MOOC Course
6.2. The Opportunities and Challenges of the MOOC
7. Discussion
7.1. The Relevancy of The Course
7.2. The Opportunities and Challenges of The MOOC
7.3. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
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Relevance Theory | The Answers of the Students | Frequency |
---|---|---|
Individual |
| 117 |
Societal |
| 11 |
Vocational |
| 4 |
The Opportunities | An Example of the Answers | Frequency |
---|---|---|
Course design | - Course topic was interesting (24) - Lectures were clear and well organized (18) - Lecturers were great (11) - Videos were clear and re-watchable (9) - Quiz system was clear (8) | 70 |
Providing a new way of learning: flexible learning and new learning strategies | - Could study anywhere and anytime (34) - Course was free and online (3) | 37 |
Personal benefit: Learned lots of new things, learned English, encouraged towards learning about science and Finnish research | - Learned lots of new things (11) - Learned English (4) - Encourages children towards learning science (student teachers) (2) - Learn about Finnish research (2) | 19 |
Challenges | An Example of the Students’ Answers | Frequency |
---|---|---|
Course design | - Lecturers should learn to speak better English (7) - Instructions were unclear (6) - Something other than questionnaires (5) - Wanted more practical examples (5) - Didn't like the reading tasks, they were too long (4) | 27 |
Interaction | - There was not enough interaction between students - Would like to have feedback after every chapter | 18 |
Learning support | - There were some technical difficulties - Would like to have some deadlines | 17 |
© 2016 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) license ( http://creativecommons.org/licenses/by/4.0/).
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Aksela, M.; Wu, X.; Halonen, J. Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents. Educ. Sci. 2016, 6, 40. https://doi.org/10.3390/educsci6040040
Aksela M, Wu X, Halonen J. Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents. Education Sciences. 2016; 6(4):40. https://doi.org/10.3390/educsci6040040
Chicago/Turabian StyleAksela, Maija, Xiaomeng Wu, and Julia Halonen. 2016. "Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents" Education Sciences 6, no. 4: 40. https://doi.org/10.3390/educsci6040040
APA StyleAksela, M., Wu, X., & Halonen, J. (2016). Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents. Education Sciences, 6(4), 40. https://doi.org/10.3390/educsci6040040