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Impacts of Educational Technologies on Learning Engagement – A Case of Latvian and Thai's Learners: Learning in the Massive Open Online courses (MOOCs)

Impacts of Educational Technologies on Learning Engagement – A Case of Latvian and Thai's Learners: Learning in the Massive Open Online courses (MOOCs)

Rita Birziņa, Jaitip Na-Songkhla
Copyright: © 2019 |Volume: 10 |Issue: 4 |Pages: 15
ISSN: 2574-8254|EISSN: 2574-8270|EISBN13: 9781522569114|DOI: 10.4018/IJSEUS.2019100104
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MLA

Birziņa, Rita, and Jaitip Na-Songkhla. "Impacts of Educational Technologies on Learning Engagement – A Case of Latvian and Thai's Learners: Learning in the Massive Open Online courses (MOOCs)." IJSEUS vol.10, no.4 2019: pp.40-54. http://doi.org/10.4018/IJSEUS.2019100104

APA

Birziņa, R. & Na-Songkhla, J. (2019). Impacts of Educational Technologies on Learning Engagement – A Case of Latvian and Thai's Learners: Learning in the Massive Open Online courses (MOOCs). International Journal of Smart Education and Urban Society (IJSEUS), 10(4), 40-54. http://doi.org/10.4018/IJSEUS.2019100104

Chicago

Birziņa, Rita, and Jaitip Na-Songkhla. "Impacts of Educational Technologies on Learning Engagement – A Case of Latvian and Thai's Learners: Learning in the Massive Open Online courses (MOOCs)," International Journal of Smart Education and Urban Society (IJSEUS) 10, no.4: 40-54. http://doi.org/10.4018/IJSEUS.2019100104

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Abstract

Massive open online courses (MOOCs) have changed the traditional approach to the teaching process in higher education, so it is important to observe how learning takes place in that technology-rich environment. Cognitive, social, and emotional engagement as part of the MOOCs learning context is a basic principle that prescribes the relationships and interactions between the teacher, student, and learning setting. Each of these components has multiple features and is related to the complex nature of learning and teaching. The qualitative exploratory research design as a case study was conducted with educators and students from two countries – Latvia and Thailand. They were involved in learning within a free massive open online course supported by the UK MOOCs platform – FutureLearn. The qualitative data processing program AQUAD was used for processing data. Results show that there are some differences and similarities in comprehension of the MOOCs impact on learning engagement between learners of Latvia and Thailand.

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