Author(s)

Otgontsetseg Sukhbaatar¹, Lodoiravsal Choimaa², Tsuyoshi Usagawa¹

¹Graduate School of Science and Technology, Kumamoto University, Kumamoto, Japan.
²School of Engineering and Applied Sciences, National University of Mongolia, Ulaanbaatar, Mongolia.

E-learning can be a potential solution to educational inequality problem in developing countries, like Mongolia, with vast land and sparse population. With the introduction of Massive Open Online Courses (MOOCs), some impressive cases bring the attention of the public towards it. But there is no specific evidence that shows Mongolian students’ experiences related to these online courses yet. Purpose of this study was to examine Mongolian students’ MOOC perception and experience, especially influence of access, skills, and preferences in their practice. We used a 15-item questionnaire and results were based on 6846 students’ responses. The study population consists of undergraduate students of the National University of Mongolia and high school students from 8 schools in Ulaanbaatar city. There was a significant difference between university and high school students in the awareness and enrollment rates. 47% of the students have heard of MOOCs and 2518 respondents (37%) had an experience of taking MOOCs. Our results show that students have a doubt about MOOC’s academical quality and consider it as an additional source of learning materials. The results of this study can be used to compare students’ perception from other developing countries.

Educational Technology, E-Learning Experience, MOOC, Students’ Perception

Sukhbaatar, O. , Choimaa, L. and Usagawa, T. (2018) Students’ Perception and Experience of Massive Open Online Courses in Mongolia. Creative Education, 9, 1818-1828. doi: 10.4236/ce.2018.912132.