Volume 4, Issue 4 (December 2022)                   IEEPJ 2022, 4(4): 165-185 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Fathi F, Zeinalipour H, Shikhi Fini A A, Fathi Vajargah K, Jafari E, Hatami J. (2022). Identifying Training-Based Functions of Massive Open Online Courses (MOOCs) in Leading Organizations' Development. IEEPJ. 4(4), 165-185. doi:10.52547/ieepj.4.4.165
URL: http://ieepj.hormozgan.ac.ir/article-1-277-en.html
1- Ph.D. student of Curriculum Planning, Department of Educational Sciences, Faculty of Humanities Science, University of Hormozgan, Bandar Abbas, Iran
2- Associate Professor, Department of Educational Sciences, Faculty of Humanities Science, University of Hormozgan, Bandar Abbas, Iran , hzainalipour@yahoo.com
3- Associate Professor, Department of Educational Sciences, Faculty of Humanities Science, University of Hormozgan, Bandar Abbas, Iran
4- Shahid Beheshti University, Tehran, Iran
5- Tarbiat Modares University, Tehran, Iran
Abstract:   (1021 Views)

Various functions of Massive Open Online Courses (MOOCs) usage should be identified so that with awareness of MOOC's advantages, the organizations can provide the required platforms to implement this type of technology given MOOC's importance and necessity in the workplace. Therefore, this study aimed to identify the training-based functions of MOOCs in leading organizations' development. This was a basic study was conducted using a qualitative research synthesis technique. The statistical population includes documents (books, research and review articles, theses and Internet resources). Of the 86 authentic national and international articles and books published within a period from 2014-2021, a total of 63 samples were selected using a criterion sampling method. Theoretical saturation of themes was reached by the 46th sample.  In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique. Finally, to validate the proposed model, a total of 6 experts in different fields were selected using a purposive sampling method, and they approved the final model after modifications. The research findings revealed eight sub-themes include contribution to organizational empowerment, creating non-formal learning environment, contribution to creating constructive and supportive learning, occupational-organizational performance enhancement, provision of equal educational services, adaptability of training to changes, promotion of participatory learning, contribution to evaluation and receiving feedback for main category of organizational development. The results indicated that being aware of the functions of MOOC in organization development helps clients and operating staff formulate new and creative organizational solutions to resolve performance problems and increase adaptation to the structure, culture, business processes and strategies of the organization and their development.

Full-Text [PDF 513 kb]   (469 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/03/19 | Accepted: 2021/07/6 | Published: 2022/12/1

1. Anders, A. (2015). Theories and applications of massive online open courses (MOOCs): The case for hybrid design. International Review of Research in Open and Distributed Learning, 16(6), 39-61. [DOI:10.19173/irrodl.v16i6.2185]
2. Bersin, J. (2014). What do we do about MOOCs. Chief Learning Officer Magazine, 13(9), 1-14.
3. Bingham, T., & Conner, M. (2010). The new social learning: A guide to transforming organizations through social media. Berrett-Koehler Publishers.
4. Carson, E. (2014). How MOOCs are flattening corporate training and education. TechRepublic. Retrieved January, 8, 2016.
5. Clarck, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Sons Instruction. In: Wiley & Inc. New Jersey. [DOI:10.1002/9781119239086]
6. Czarnecka, A., & Daróczi, M. (2017). E-learning as a method of employees' development and training. [DOI:10.18515/dBEM.M2017.n01.ch09]
7. De Waard, I., Koutropoulos, A., Hogue, R. J., Abajian, S. C., Keskin, N. Ö., Rodriguez, C. O., & Gallagher, M. S. (2012). Merging MOOC and mLearning for increased learner interactions. International Journal of Mobile and Blended Learning (IJMBL), 4(4), 34-46. [DOI:10.4018/jmbl.2012100103]
8. Dodson, M. N., Kitburi, K., & Berge, Z. L. (2015). Possibilities for MOOCs in corporate training and development. Performance Improvement, 54(10), 14-21. [DOI:10.1002/pfi.21532]
9. Egloffstein, M. (2018). Massive open online courses in digital workplace learning: Current state and future perspectives. Digital workplace learning: bridging formal and informal learning with digital technologies, 149-166. [DOI:10.1007/978-3-319-46215-8_9]
10. Egloffstein, M., & Ifenthaler, D. (2017). Employee perspectives on MOOCs for workplace learning. TechTrends, 61(1), 65-70. [DOI:10.1007/s11528-016-0127-3]
11. Fischer, H., Dreisiebner, S., Franken, O., Ebner, M., Kopp, M., & Koehler, T. (2014). Revenue vs. Costs of MOOC platforms. Discussion of business models for xMOOC providers, based on empirical findings and experiences during implementation of the project iMooX. ICERI2014 Proceedings,
12. Garavan, T. N., O'Brien, F., Duggan, J., Gubbins, C., Lai, Y., Carbery, R., . . . Grant, K. (2020). Learning and development effectiveness in Organisations. Springer. [DOI:10.1007/978-3-030-48900-7]
13. Javdani, H. (2015). Designing a model for organizational development process in Iranian higher education administration system [Original]. Quarterly Journal of Research and Planning in Higher Education, 20(4), 55-74. http://journal.irphe.ac.ir/article-1-2497-fa.html
14. Jevana, R. (2017). Research On Effective Training Method In Organizations-A Millennials Need. International Journal of Innovative Research and Advanced Studies (IJIRAS), 4(5), 300-305.
15. Kulkarni, C., Cambre, J., Kotturi, Y., Bernstein, M. S., & Klemmer, S. R. (2015). Talkabout: Making distance matter with small groups in massive classes. Proceedings of the 18th ACM conference on computer supported cooperative work & social computing, [DOI:10.1145/2675133.2675166]
16. Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29, 40-48. [DOI:10.1016/j.iheduc.2015.12.003]
17. Najafbagy, R. (2008). Organization Development and the Role of Change Agent. Future study Management, 19(76), 31-37. https://jmfr.srbiau.ac.ir/article_5713_b9c3239f645eea8b7e0b32892c58f154.pdf
18. Park, S., Jeong, S., & Ju, B. (2021). MOOCs in the workplace: An intervention for strategic human resource development. Human Resource Development International, 24(3), 329-340. [DOI:10.1080/13678868.2018.1516062]
19. Radford, A. W., Robles, J., Cataylo, S., Horn, L., Thornton, J., & Whitfield, K. (2014). The employer potential of MOOCs: A mixed-methods study of human resource professionals' thinking on MOOCs. International Review of Research in Open and Distributed Learning, 15(5), 1-25. [DOI:10.19173/irrodl.v15i5.1842]
20. Rajamohan, S., & Lucas, M. (2017). Contemporary learning and development tools for human capital development initiatives. International Journal of Advanced Research in Management and Social Sciences, 6(1), 21-28.
21. Savino, D. M. (2014). The impact of MOOCs on human resource training and development. Journal of Higher Education Theory and Practice, 14(3), 59.
22. Walji, S., Deacon, A., Small, J., & Czerniewicz, L. (2016). Learning through engagement: MOOCs as an emergent form of provision. Distance Education, 37(2), 208-223. [DOI:10.1080/01587919.2016.1184400]
23. Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, 37, 11-20. [DOI:10.1016/j.iheduc.2017.12.001]
24. Weber, P. S., & Weber, J. E. (2001). Changes in employee perceptions during organizational change. Leadership & organization Development journal. [DOI:10.1108/01437730110403222]
25. Za, S., Spagnoletti, P., & North‐Samardzic, A. (2014). Organisational learning as an emerging process: The generative role of digital tools in informal learning practices. British Journal of Educational Technology, 45(6), 1023-1035. [DOI:10.1111/bjet.12211]

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.