Development and Evaluation of Massive Open Online Courses to Support Sustainable Learning for Informatics Teachers in Indonesia
), Noorjima Abd Wahab(4)
| 
Country:
(1) Department of Information Technology Education, Universitas PGRI Pontianak, Indonesia
(2) Department of Information Technology Education, Universitas PGRI Pontianak, Indonesia
(3) Department of Information Technology Education, Universitas PGRI Pontianak, Indonesia
(4) Department of Social Sciences, University Sultan Zainal Abidin, Malaysia
Corresponding Author
Informatics teachers in West Kalimantan face challenges in continuously updating their knowledge and pedagogical skills due to the rapid development of information technology and the implementation of a new curriculum that makes informatics compulsory. However, there is a lack of structured learning facilities to support their professional development. This study aims to develop and evaluate the feasibility of a Massive Open Online Course (MOOC) as a platform for continuous professional development of informatics teachers. This study employed a Research and Development approach using the ADDIE model involving two design experts, two system experts, and thirty informatics teachers. The MOOC was developed using the Moodle platform and integrated features aligned with teacher needs, UI/UX design, and expert validation, including diverse learning materials, quizzes, and discussion forums. Validation was carried out by experts, while teacher responses and learning outcomes were evaluated using questionnaires and pre-test/post-test analysis. Expert validations indicated that the MOOC was of very high quality, and teacher responses showed strong enthusiasm and satisfaction. Furthermore, post-implementation evaluation revealed significant improvements in both teachers’ knowledge and motivation (p-value less than 0.05). The normalized gain score reached 47.91% for competence, indicating a moderate improvement, and 29.96% for motivation, indicating a low improvement. This demonstrates that the MOOC effectively supports both cognitive and affective growth. The developed MOOC has proven to be both feasible and effective as a professional learning platform for informatics teachers. Beyond improving knowledge and motivation, it offers scalability and accessibility, providing a sustainable solution for professional development in remote or under-resourced regions. Its implementation has the potential to bridge gaps in continuous education, particularly in Indonesia’s 3T (frontier, outermost, disadvantaged) areas, while also serving as a pilot model for other subject teachers.
Keywords: MOOC, lifelong learning, teacher competencies, informatics teachers.
Aidoo, B., Chebure, A., Gyampoh, A. O., Tsyawo, J., & Quansah, F. (2024). Assessing Student Teachers’ Motivation and Learning Strategies in Digital Inquiry-Based Learning. Education Sciences, 14(11), 1–13. https://doi.org/10.3390/educsci14111233
Ayoub, A., Amin, R., & Wani, Z. A. (2020). Contribution of developed countries towards MOOCs: an exploration and assessment from a representative platform Coursera. Asian Association of Open Universities Journal, 15(2), 251–262. https://doi.org/10.1108/AAOUJ-03-2020-0016
Bettiol, S., Psereckis, R., & MacIntyre, K. (2022). A perspective of massive open online courses (MOOCs) and public health. Frontiers in Public Health, 10(2). https://doi.org/10.3389/fpubh.2022.1058383
Bhuana, G. P., & Apriliyanti, D. L. (2021). Teachers’ Encounter of Online Learning: Challenges and Support System. Journal of English and Teaching, 5(1), 110–122. https://doi.org/10.33369/jeet.5.1.110-122
Cabero-Almenara, J., Barragán-Sánchez, R., Palacios-Rodríguez, A., & Martín-Párraga, L. (2021). Design and Validation of t-MOOC for the Development of the Digital Competence of Non-University Teachers. Technologies, 9(4). https://doi.org/10.3390/technologies9040084
Castaño-Muñoz, J., & Rodrigues, M. (2021). Open to MOOCs? Evidence of their impact on labour market outcomes. Computers and Education, 173(July). https://doi.org/10.1016/j.compedu.2021.104289
Chen, B., Fan, Y., Zhang, G., Liu, M., & Wang, Q. (2020). Teachers’ networked professional learning with MOOCs. PLoS ONE, 15(7), 1–23. https://doi.org/10.1371/journal.pone.0235170
Chen, C., Sonnert, G., Sadler, P. M., & Sunbury, S. (2020). The impact of high school life science teachers’ subject matter knowledge and knowledge of student misconceptions on students’ learning. CBE Life Sciences Education, 19(1). https://doi.org/10.1187/cbe.19-08-0164
Chen, K.-Z., & Oakley, B. (2020). Redeveloping a global MOOC to be more locally relevant: design-based research. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-0178-6
Chi, X. (2023). The Influence of Presence Types on Learning Engagement in a MOOC: The Role of Autonomous Motivation and Grit. Psychology Research and Behavior Management, 16(December), 5169–5181. https://doi.org/10.2147/PRBM.S442794
Chukwuedo, S. O., Mbagwu, F. O., & Ogbuanya, T. C. (2021). Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning. Learning and Motivation, 74, 101729. https://doi.org/https://doi.org/10.1016/j.lmot.2021.101729
Demir-Basaran, S., & Sesli, C. (2019). Examination of primary school and middle school teachers’ lifelong learning tendencies based on various variables*. European Journal of Educational Research, 8(3), 729–741. https://doi.org/10.12973/eu-jer.8.3.729
Deng, R., Benckendorff, P., & Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers & Education, 129, 48–60. https://doi.org/https://doi.org/10.1016/j.compedu.2018.10.019
Febrian, A., Yennita, Y., & Ma’ruf, Z. (2021). The Need Analysis for E-Learning Based on Massive Open Online Course (MOOC) for High School Students. Jurnal Penelitian Pendidikan IPA, 7(4), 502–507. https://doi.org/10.29303/jppipa.v7i4.772
Fernández-Otoya, F., Bravo, J., Pérez-Postigo, G., Alcázar-Holguin, M. A., & Loaiza Chumacero, S. C. (2024). The impact of the MOOC based on the flipped classroom methodology to increase the level of information and information literacy competence in primary school teachers. Frontiers in Education, 9(January), 1–10. https://doi.org/10.3389/feduc.2024.1447127
Friedman, A. L. (2023). Continuing professional development as lifelong learning and education. International Journal of Lifelong Education, 42(6), 588–602. https://doi.org/10.1080/02601370.2023.2267770
Gabryelczyk, R. (2020). Has COVID-19 Accelerated Digital Transformation? Initial Lessons Learned for Public Administrations. Information Systems Management, 37(4), 303–309. https://doi.org/10.1080/10580530.2020.1820633
Gamage, D., Perera, I., & Fernando, S. (2020). Exploring MOOC user behaviors beyond platforms. International Journal of Emerging Technologies in Learning, 15(8), 161–179. https://doi.org/10.3991/IJET.V15I08.12493
Ginting, D., Woods, R., Tantri, N. R., Rahayu, P. S., & Asfihana, R. (2022). Portraying the Performance of Indonesian’s Massive Open Online Course Facilitators. SAGE Open, 12(3). https://doi.org/10.1177/21582440221116601
Giovannella, C., Passarelli, M., & Persico, D. (2020). The Effects of the Covid-19 Pandemic on Italian Learning Ecosystems: the School Teachers’ Perspective at the steady state. Interaction Design and Architecture(S), 45(July), 264–286. https://doi.org/10.55612/s-5002-045-012
Gordon, D. G., & Wiltrout, M. E. (2021). A Framework for Applying the Learning Sciences to MOOC Design. Frontiers in Education, 5(January), 1–7. https://doi.org/10.3389/feduc.2020.500481
Handoko, E., Gronseth, S. L., McNeil, S. G., Bonk, C. J., & Robin, B. R. (2019). Goal setting and MOOC completion: A study on the role of self-regulated learning in student performance in massive open online courses. International Review of Research in Open and Distributed Learning, 20(3), 39–58. https://doi.org/10.19173/irrodl.v20i4.4270
Havifah, B., & Khosiyono, C. (2022). Teachers ’ Experiences of Online Learning at Indonesian Elementary School during the Covid-19 Pandemic. International Journal of Elementary Education, 6(1), 127–133. https://doi.org/10.23887/ijee.v6i1
Hertz, B., Grainger Clemson, H., Tasic Hansen, D., Laurillard, D., Murray, M., Fernandes, L., … Rutkauskiene, D. (2022). A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission. European Journal of Education, 57(1), 142–159. https://doi.org/10.1111/ejed.12486
Huang, H., & Qi, D. (2025). Is MOOC really effective? Exploring the outcomes of MOOC adoption and its influencing factors in a higher educational institution in China. PLoS ONE, 20(2 February), 1–26. https://doi.org/10.1371/journal.pone.0317701
Ibrohim, Sudrajat, A. K., & Saefi, M. (2021). Assessing Indonesian Teacher’s Perspective on the Implementation of Distance Learning due to COVID-19 Based on Online Survey. Journal of Turkish Science Education, 18, 46–59. https://doi.org/10.36681/tused.2021.71
Joshi, A., Vinay, M., & Bhaskar, P. (2020). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205–226. https://doi.org/10.1108/ITSE-06-2020-0087
Kalogeropoulos, A. (2021). Who shares news on mobile messaging applications, why and in what ways? A cross-national analysis. Mobile Media and Communication, 9(2), 336–352. https://doi.org/10.1177/2050157920958442
Kim, J. (2023). Toward a lifelong learning society for working adults across boundaries. New Directions for Adult and Continuing Education, 2023(179), 105–112. https://doi.org/10.1002/ace.20506
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research, 4(4), 444–452. https://doi.org/10.33902/JPR.2020062805
Kong, S.-C., Lai, M., & Li, Y. (2023). Scaling up a teacher development programme for sustainable computational thinking education: TPACK surveys, concept tests and primary school visits. Computers & Education, 194, 104707. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104707
Kumar, P., Kumar, A., Palvia, S., & Verma, S. (2019). Online business education research: Systematic analysis and a conceptual model. International Journal of Management Education, 17, 26–35. https://doi.org/10.1016/j.ijme.2018.11.002
Lambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers and Education, 145(October 2019), 103693. https://doi.org/10.1016/j.compedu.2019.103693
Lan, M., & Hew, K. F. (2020). Examining learning engagement in MOOCs: a self-determination theoretical perspective using mixed method. International Journal of Educational Technology in Higher Education, 17(1), 1–24. https://doi.org/10.1186/s41239-020-0179-5
Larson, E., Aroz, J., & Nordin, E. (2019). The Goldilocks Paradox: The Need for Instructor Presence but Not Too Much in an Online Discussion Forum. Journal of Instructional Research, 8(2), 22–33. https://doi.org/10.9743/jir.2019.8.2.3
Lestiyawati, R., & Widyantoro, A. (2020). Strategies and Problems Faced by Indonesian Teachers in Conducting E- Learning System During COVID-19 Outbreak. Journal of Culture, Literature, Linguistics and English Teaching, 2(1), 71–82. https://doi.org/10.32699/cllient.v2i1.1271
Li, X., & Zhu, W. (2022). System quality, information quality, satisfaction and acceptance of online learning platform among college students in the context of online learning and blended learning. Frontiers in Psychology, 13(December), 1–15. https://doi.org/10.3389/fpsyg.2022.1054691
Liliana, L., Santosa, P. I., & Kusumawardani, S. S. (2022). Completion factor in massive open online course in developing countries: A literature review in 2015-2021. World Journal on Educational Technology: Current Issues, 14(2), 456–472. https://doi.org/10.18844/wjet.v14i2.6919
Loh, H. Sen, Martins van Jaarsveld, G., Mesutoglu, C., & Baars, M. (2024). Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review. Frontiers in Education, 9(February), 1–13. https://doi.org/10.3389/feduc.2024.1345205
Lubis, A. H., Idrus, S. Z. S., & Rashid, S. A. (2020). The exposure of MOOC usage in Indonesia. International Journal of Scientific and Technology Research, 9(2), 2716–2720.
Luo, H., Cai, M., & Cui, Y. (2021). Spread of Misinformation in Social Networks: Analysis Based on Weibo Tweets. Security and Communication Networks, 2021. https://doi.org/10.1155/2021/7999760
Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52(5), 1935–1964. https://doi.org/10.1111/bjet.13116
Mansour, N. (2024). Students’ and facilitators’ experiences with synchronous and asynchronous online dialogic discussions and e-facilitation in understanding the Nature of Science. Education and Information Technologies, 29(12), 15965–15997. https://doi.org/10.1007/s10639-024-12473-w
Martin, F., & Bolliger, D. U. (2023). Designing Online Learning in Higher Education. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 1217–1236). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2080-6_72
Md Yunus, M., Umiera Hashim, H., & Hashim, H. (2019). Massive Open Online Courses : En Route to Communication Skills Acquisition. Arab World English Journal, (5), 98–109. https://doi.org/10.24093/awej/call5.8
Menteri Pendidikan Kebudayaan Riset dan Teknologi. (2022). Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Nomor 5 Tahun 2022 Tentang Standar Kompetensi Lulusan pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah (pp. 1–16). pp. 1–16. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Mohan, M. M., Upadhyaya, P., & Pillai, K. R. (2020). Intention and barriers to use MOOCs: An investigation among the post graduate students in India. Education and Information Technologies, 25(6), 5017–5031. https://doi.org/10.1007/s10639-020-10215-2
Moore, R. L., & Blackmon, S. J. (2022). From the learner’s perspective: A systematic review of MOOC learner experiences (2008–2021). Computers & Education, 190, 104596. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104596
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205
Mouza, C., Mead, H., Alkhateeb, B., & Pollock, L. (2022). A Virtual Professional Development Program for Computer Science Education During COVID-19. TechTrends, 66(3), 436–449. https://doi.org/10.1007/s11528-022-00731-y
Nguyen, L., Luu, P., & Ho, H. (2020). Factors Influencing Life-Long Learning: An Empirical Study of Young People in Vietnam. Journal of Asian Finance, Economics and Business, 7(10), 909–918. https://doi.org/10.13106/jafeb.2020.vol7.no10.909
Pendergast, D., Main, K., & McManus, S. (2024). The Effectiveness of a MOOC as a Form of Professional Learning: An Examination of an Adolescent Learner Social and Emotional Well-Being Course. Education Sciences, 14(10). https://doi.org/10.3390/educsci14101114
Poquet, O., Kitto, K., Jovanovic, J., Dawson, S., Siemens, G., & Markauskaite, L. (2021). Transitions through lifelong learning: Implications for learning analytics. Computers and Education: Artificial Intelligence, 2(100039), 1–11. https://doi.org/10.1016/j.caeai.2021.100039
Purwanto, P., Dwiyanto, F. A., & Uriu, W. (2024). Development of MOOC content with STEM approach and its influence on students’ geographical literacy. Jurnal Pendidikan Geografi: Kajian, Teori, Dan Praktek Dalam Bidang Pendidikan Dan Ilmu Geografi, 29(1), 60. https://doi.org/10.17977/um017v29i12024p60-77
Rafiq, K. R. M., Hashim, H., Yunus, M. M., & Pazilah, F. N. (2019). Developing a MOOC for communicative english: A battle of instructional designs. International Journal of Innovation, Creativity and Change, 7(7), 29–39.
Raufelder, D., & Kulakow, S. (2021). The role of the learning environment in adolescents’ motivational development. Motivation and Emotion, 45(3), 299–311. https://doi.org/10.1007/s11031-021-09879-1
Rawat, S., Kumar, D., Kumar, P., & Khattri, C. (2021). A systematic analysis using classification machine learning algorithms to understand why learners drop out of MOOCs. Neural Comput. Appl., 33(21), 14823–14835. https://doi.org/10.1007/s00521-021-06122-3
Republik Indonesia. (2012). Undang-undang Republik Indonesia Nomor 12 Tahun 2012 tentang Pendidikan Tinggi (pp. 1–97). pp. 1–97. Jakarta: Kementrian Sekretariat Negara Republik Indonesia.
Rinekso, A. B., Muslim, A. B., & Lesagia, O. (2021). Teaching Online in Pandemic Time:the Experience of Indonesian Efl Teachers. ETERNAL (English, Teaching, Learning, and Research Journal), 7(1), 117. https://doi.org/10.24252/eternal.v71.2021.a9
Rosyida, E., & Lumbanbatu, I. M. F. (2024). Developing MOOC-Based Video Content for Creating Supportive Learning Environments in Speaking Courses for EFL Learners. Indonesian EFL Journal, 10(2), 263–270. https://doi.org/10.25134/ieflj.v10i2.10279
Rubaai, N., & Hashim, H. (2019). Polytechnic ESL lecturers’ acceptance of using massive open online course (MOOC) for teaching english as a second language (ESL). International Journal of Innovative Technology and Exploring Engineering, 8(9), 114–121. https://doi.org/10.35940/ijitee.i7530.078919
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/https://doi.org/10.1016/j.cedpsych.2020.101860
Sabah, N. (2019). Motivation factors and barriers to the continuous use of blended learning approach using Moodle: students’ perceptions and individual differences. Behaviour and Information Technology, 39. https://doi.org/10.1080/0144929X.2019.1623323
Sari, R. P., & Dahnial, I. (2022). Impact Of Massive Open Online Course (Mooc) As Best Practice In Indonesia Medan Marelan District Elementary School. Jurnal Pemikiran Dan Pengembangan Sekolah Dasar (JP2SD), 10(2), 122–133. https://doi.org/10.22219/jp2sd.v10i2.20379
Şen, N., & Yildiz Durak, H. (2022). Examining the Relationships Between English Teachers’ Lifelong Learning Tendencies with Professional Competencies and Technology Integrating Self-Efficacy. Education and Information Technologies, 27(5), 5953–5988. https://doi.org/10.1007/s10639-021-10867-8
Sharov, S., Zemlianskyi, A., Sharova, T., & Viktor, H. (2021). Ukrainian MOOC: Quantitative and Thematic Analysis of Online Courses. International Journal on Advanced Science, Engineering and Information Technology, 11(3), 1143–1149. https://doi.org/10.18517/ijaseit.11.3.13705
Shea, P. (2019). Bridges and barriers to teaching online college courses: A study of experienced online faculty in thirty-six colleges. Online Learning Journal, 11(2), 73–128. https://doi.org/10.24059/OLJ.V11I2.1728
Staudt Willet, K. B. (2024). Early career teachers’ expansion of professional learning networks with social media. Professional Development in Education, 50(2), 386–402. https://doi.org/10.1080/19415257.2023.2178481
Sulistiyarini, D., Sabirin, F., & Ramadhani, D. (2021). Effect of Project-Based Learning Through Blended Learning on Website Design Skills. Journal of Educational Science and Technology (EST), 7(1), 58–66. https://doi.org/10.26858/est.v7i1.17789
Sulistyo, W. D., Nafiáh, U., & Idris. (2019). The development of E-PAS based on massive open online courses (MOOC) on local history materials. International Journal of Emerging Technologies in Learning, 14(9), 119–129. https://doi.org/10.3991/IJET.V14I09.10143
Suparjan, S., Ismiyani, N., Mariyadi, M., Shintasari, D., & Kresnadi, H. (2023). Investigating Students’ Perspectives on the Use of E-learning MOODLE. AL-ISHLAH: Jurnal Pendidikan, 15(1), 235–246. https://doi.org/10.35445/alishlah.v15i1.2889
Tao, D., Pei, F., Yunhui, W., Tingru, Z., & and Qu, X. (2022). Key characteristics in designing massive open online courses (MOOCs) for user acceptance: an application of the extended technology acceptance model. Interactive Learning Environments, 30(5), 882–895. https://doi.org/10.1080/10494820.2019.1695214
Teo, T., Zhou, M., Fan, A., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research and Development, 67. https://doi.org/10.1007/s11423-019-09650-x
Thwe, W. P., & Kálmán, A. (2024). Lifelong Learning in the Educational Setting: A Systematic Literature Review. Asia-Pacific Education Researcher, 33(2), 407–417. https://doi.org/10.1007/s40299-023-00738-w
Yelubay, Y., Dzhussubaliyeva, D., Moldagali, B., Suleimenova, A., & Akimbekova, S. (2022). Developing future teachers’ digital competence via massive open online courses (MOOCs). Journal of Social Studies Education Research, 13(2), 170–195.
Yu, Z., & Yu, L. (2023). Examining Factors That Influence Learner Retention in MOOCs During the COVID-19 Pandemic Time. SAGE Open, 13(2), 1–13. https://doi.org/10.1177/21582440231175371
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.