Assessing MOOC Courses and its Impact on Sustainable Development among Higher Education Teachers

Abstract

In order to improve teachers’ performance on technological advancement in higher
education institutions, this research aims to better understand the MOOC Courses
and their impact on sustainable development among higher education teachers.
Through the use of an online questionnaire with two scales and identification
questions, this study adopted a quantitative methodology. 145 respondents were
chosen at random from the workforce and management of these institutions to
make up the sample. The results gathered via the questionnaire were examined with
statistical tools like descriptive statistics and SEM Model. Teachers from both private
and government sector colleges are taken into consideration as a sample for this
study. According to the findings, 76 of them are male and 89 are female; also, the
majority of the respondents range in age from 20-30, who happen to total 59, which
clearly shows that the teachers are in the early stages of their careers. Adapting
MOOC Courses is facilitated by the habit of self-development and an inner drive
to learn something new. However, inner drive alone cannot have an impact. The
teachers’ skill gap prevents the inner urge to adopt MOOC Courses and results in
their inability to learn through a new medium. It is vital to advocate for the
involvement of teachers who will lead the change process in the implementation
processes in order to boost the productivity of institutions.