Massive Open Online Courses (MOOCs): Challenges and Recommendations of School Administrators in Selected Schools in the Philippines

Abstract

There are numerous challenges to implementing MOOCs from a school administrator's perspective, such as insufficient technological support, lack of faculty training, and institutional support. This prevents MOOCs from being incorporated into higher education structures because accessibility, instructional quality, and alignment with students' diverse learning needs are all impediments. The challenges were identified to improve the utilization of MOOCs at selected HEIs in the Philippines. The study used mixed-method research to collect data on 65 school administrators' difficulties implementing MOOCs from HEIs in Central Visayas, Philippines. In this case study, to collect the recommendations that could improve the MOOC implementation, these administrators used a three-part researcher-made questionnaire and a validated interview guide. The collected data were further analyzed using frequency, mean, standard deviations, Chi-square test of independence, ANOVA, and thematic analysis. The investigation found that the types of HEIs and the years of working as MOOC administrators significantly correlate with the difficulties they face while applying to MOOCs. MOOCs have been a game changer for learning, making content and experiences more accessible and flexible in new ways. Yet, launching MOOCs exceptionally well in any school requires some legwork. Results show that Central Visayas school administrators face obstacles in fully implementing MOOCs. The challenges range from inadequate technology infrastructure to inadequate faculty training and a general reluctance to adopt new pedagogical practices. To enhance the utilization of MOOCs, the researchers recommend that their action plan be implemented.