@article{SengCarlonGayedetal.2021,
  author    = {Seng, Cheyvuth and Carlon, May Kristine Jonson and Gayed, John Maurice and Cross, Jeffrey S.},
  title     = {Long-Term Effects of Short-Term Intervention Using MOOCs for Developing Cambodian Undergraduate Research Skills},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-51692},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-516929},
  pages     = {49 -- 62},
  year      = {2021},
  abstract  = {Developing highly skilled researchers is essential to accelerate the economic progress of developing countries such as Cambodia in South East Asia. While there is continuing research investigating Cambodia's potential to cultivate such a workforce, the circumstances of undergraduate students in public provincial universities do not receive ample attention. This is crucial as numerous multinational corporations are participating via foreign direct investments in special economic zones at the border provinces and need talented human resources in Cambodia as well as in neighboring Southeast Asian countries such as Thailand and Vietnam. Student's research capability growth starts with one's belief in their capacity to use the necessary information tools and their potential to succeed in research. In this research paper, we look at how such beliefs, specifically research self-efficacy and information literacy, can be developed through a short-term intervention that uses MOOCs and assess their long-term effects. Our previous research has shown that short-term training intervention has immediate positive effects on the undergraduate students' self-efficacies in Cambodian public provincial universities. In this paper, we present the follow-up study results conducted sixteen months after the said short-term training intervention. Results reveal that from follow-up evaluations that while student's self-efficacies were significantly higher than before the short-term intervention was completed, they were lower than immediately after the intervention. Thus, while perfunctory interventions such as merely introducing the students to MOOCs and other relevant research tools over as little as three weeks can have significant positive effects, efforts must be made to sustain the benefits gained. This implication is essential to developing countries such as Cambodia that need low-cost solutions with immediate positive results in developing human resources to conduct research, particularly in areas far from more developed capital cities.},
  language  = {en}
}
@article{JonsonCarlonGaddemHernandezReyesetal.2021,
  author    = {Jonson Carlon, May Kristine and Gaddem, Mohamed Rami and Hern{\´a}ndez Reyes, C{\´e}sar Augusto and Nagahama, Toru and Cross, Jeffrey S.},
  title     = {Investigating Mechanical Engineering Learners' Satisfaction with a Revised Monozukuri MOOC},
  series = {EMOOCs 2021},
  volume    = {2021},
  journal   = {EMOOCs 2021},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-512-5},
  doi       = {10.25932/publishup-51726},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517266},
  pages     = {237 -- 247},
  year      = {2021},
  abstract  = {Aside from providing instructional materials to the public, developing massive open online courses (MOOCs) can benefit institutions in different ways. Some examples include providing training opportunities for their students aspiring to work in the online learning space, strengthening its brand recognition through courses appealing to enthusiasts, and enabling online linkages with other universities. One such example is the monozukuri MOOC offered by the Tokyo Institute of Technology on edX, which initially presented the Japanese philosophy of making things in the context of a mechanical engineering course. In this paper, we describe the importance of involving a course development team with a diverse background. The monozukuri MOOC and its revision enabled us to showcase an otherwise distinctively Japanese topic (philosophy) as an intersection of various topics of interest to learners with an equally diverse background. The revision resulted in discussing monozukuri in a mechanical engineering lesson and how monozukuri is actively being practiced in the Japanese workplace and academic setting while juxtaposing it to the relatively Western concept of experiential learning. Aside from presenting the course with a broader perspective, the revision had been an exercise for its team members on working in a multicultural environment within a Japanese institution, thus developing their project management and communication skills.},
  language  = {en}
}