Vol. 38 No. 2 (2023)
Research Articles

Social Media Use and Digital Competence as Predictors of Students' Familiarity with MOOCs

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Ana Stojanov
Univesity of Otago
Bio
Ben Daniel
University of Otago
Bio
Nikolina Kenig
Ss Cyril and Methodius University
Bio
Nadine Hoskins
University of Otago
Bio
DOI: https://doi.org/10.55667/10.55667/ijede.2023.v38.i2.1280

Published 2023-12-21

How to Cite

Stojanov, A., Daniel, B., Kenig, N., & Hoskins, N. (2023). Social Media Use and Digital Competence as Predictors of Students’ Familiarity with MOOCs. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 38(2). https://doi.org/10.55667/10.55667/ijede.2023.v38.i2.1280
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Abstract

Massive Open Online Courses (MOOCs) have been disruptive advancements in online learning and teaching in the last decade. We argue that discourses on the value and limitations of MOOCs have largely taken for granted that students are aware of the existence of MOOCs. In the current research, we examined students' awareness of MOOCs and explored digital competence as a potential predictor of such awareness, hypothesising that the effect may be exerted via social media application use. We deployed a questionnaire (Study 1: N = 152, Study 2: N = 158) to measure students' levels of digital competence, their use of social media applications, and their awareness of MOOCs. We also examined students' motivations for enrolling or not enrolling in MOOCs. The results supported our hypothesis that low digital competence is a predictor of low MOOC awareness, but the results from the mediation analysis were not conclusive.

Keywords: digital competence, higher education, MOOC, MOOC awareness, motivation, self-efficacy, social media, social media use benefits, students

Utilisation des médias sociaux et compétence numérique comme facteurs prédictifs de la familiarité des étudiants avec les MOOCs

Résumé : Les cours en ligne ouverts et massifs (MOOC) ont constitué une avancée majeure dans l'apprentissage et l'enseignement en ligne au cours de la dernière décennie. Nous avançons l’idée que les discours sur la pertinence et les limites des MOOC ont largement pris pour acquis le fait que les étudiants étaient au courant de l'existence des MOOC. Dans la présente recherche, nous avons examiné la sensibilisation des étudiants aux MOOC et exploré la compétence numérique en tant que prédicteur potentiel de cette sensibilisation, en émettant l'hypothèse que l'effet peut être exercé par l'utilisation d'applications de médias sociaux. Nous avons diffusé un questionnaire (étude 1 N = 152, étude 2 N = 158) pour mesurer les niveaux de compétence numérique des étudiants, leur utilisation des applications de médias sociaux et leur connaissance des MOOC. Nous avons également examiné les motivations des étudiants pour s'inscrire ou non à des MOOC. Les résultats confirment notre hypothèse selon laquelle une faible compétence numérique est un facteur prédictif d'une faible connaissance des MOOC, mais les résultats de l'analyse de médiation ne sont pas concluants.

Mots-clés : compétence numérique, enseignement supérieur, MOOC, connaissance des MOOC, motivation, auto-efficacité, médias sociaux, avantages de l'utilisation des médias sociaux, étudiants

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