A ubiquitous mooc instructional design model based on cognitive dissonance for enhancing higher education students’ cross–cultural competence

Abstract

The research objectives of this study were (1) to study undergraduate students’ opinions in designing a ubiquitous MOOC, (2) to develop a ubiquitous MOOC instructional design model based on cognitive dissonance for enhancing higher education student’s cross–cultural competence (U-MOOC model), and (3) to study the effects of a ubiquitous MOOC instructional design model based on cognitive dissonance for enhancing higher education student’s cross–cultural competence. This study used the research and development research methodology divided into three phases: survey research, U-MOOC model development, and experimental research. The samples of survey phase were 410 undergraduate students recruited from eight government universities. The participants of experiment phase were 30 undergraduate students. The research instruments comprised three questionnaires; undergraduate students’ opinions in designing a ubiquitous MOOC, experts’ opinions about cross-cultural communication content, and experts’ opinions about the U-MOOC model; cross-cultural competence scale; and interview protocol. The research findings were summarized as follows:

1. Undergraduate students’ opinions in designing a ubiquitous MOOC included three concepts; u-learning, massive open online course (MOOC), and instructional design of ubiquitous MOOC for enhancing cross–cultural competence. The highest average score was instructional design of ubiquitous MOOC for enhancing cross–cultural competence, followed by MOOC and u-learning, respectively.

2. The developed U-MOOC model consisted of six steps: (1) Define online learning objectives, (2) Analyze U-MOOC environment needs, (3) Develop U-MOOC learning activity plan, (4) Develop U-MOOC, (5) Deliver to multi-cultural learners, and (6) Assess learners’ learning.

3. The effects of U-MOOC model indicated that student’s cross–cultural competence between pretest and posttest were statistically significant difference (p < .05). In addition, an exploration of the enhancing higher education student’s cross–cultural competence in ubiquitous MOOC instructional model were divided into three parts; ubiquitous MOOC learning, cognitive dissonance, and recommendations for ubiquitous MOOC.