MOOCS as a Flexible Learning Innovation in the Literacy Program Development Course

Abstract

The rapid development of digital technology has encouraged higher education institutions to implement innovative and flexible learning systems, including the use of Massive Open Online Courses (MOOCs). This study aims to analyze the implementation of MOOCs as a flexible learning innovation in the Literacy Program Development course for students of the Nonformal Education Study Program at the University of Bengkulu. The research was motivated by the increasing need for digital-based learning that supports independent learning, accessibility, and students' digital literacy competencies in the era of educational transformation. This study employed a quantitative descriptive approach using survey research design. The participants consisted of 56 students, including 29 students from Class A and 27 students from Class B who attended the Literacy Program Development course in the academic year of 2023/2024. Data were collected through observation, questionnaires, documentation, and limited interviews. The collected data were analyzed using descriptive statistical techniques. The results showed that the implementation of MOOCs had a positive impact on the learning process. Students perceive that MOOCs provided flexibility in accessing learning materials anytime and anywhere, increased learning motivation, enhanced participation in online discussions, and improved digital literacy skills. In addition, the use of video-based materials, online discussions, and digital assignments created a more interactive and student-centered learning environment. However, several challenges were found, including unstable internet connections and students' readiness for self-directed learning. Overall, MOOCs can be considered an effective and innovative learning model to support digital transformation in non-formal education at higher education institutions.