Assessment of science and technology education lecturers’ participation in massive open online courses (Mooc) at Federal University of Technology, Minna, Nigeria.

Abstract

The study examined the Science and Technology Education lecturers’ participation in Massive Open Online Courses (MOOC) at Federal University of Technology, Minna, Niger State. It employed survey research using a 25-item in five sections’ questionnaire. From the Population of 56 lecturers, 21 Science and Technology Education (STE) lecturers were conveniently sampled. The questionnaire was validated and found reliable for collection of data with reliability coefficients of 0.9, 0.8, 0.91, 0.70 and 0.86 for sections A to E respectively. The study answered five research questions and tested five hypotheses. The data collected were analyzed using mean, standard deviation, ANOVA and Chi-square at 0.05 significant levels. The result revealed that most of the Science and Technology Education Lecturers are limitedly aware of Massive Online Open Courses (MOOC), and that majority of the STE lecturers have neither participated nor completed any course in MOOC talk more of receiving a certificate for it. It also revealed that lecturers’ views are different on extent and reasons for participation in MOOC with respect to their departments. STE lecturers’ years of experience and gender does not affect their responses on extent and readiness for participation in MOOC respectively. It was recommended that lecturers should search for more information about MOOC and create time for enrollment and completion of at least one session of MOOC irrespective of their departments, gender or years of experience.