Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

The Massive Open Online Courses with Self-Directed Learning model (SDL MOOCs model) was developed by researchers as a tool to promote learning outside the classroom for digital age learners. The concept is based on the combination of new technologies and teaching methods in order to create new ideas and innovations that can enhance learning for modern learners and, at the same time, respond directly to their learning experiences. Thus, instructors are responsible for organizing the environment and creating learner-friendly learning materials using existing technology, which can lead to a digital university learning society. The contributions of this article are: 1) to synthesize the conceptual framework of the SDL MOOCs model, 2) to develop the SDL MOOCs model, 3) to develop instructional processes with self-directed learning to enhance digital literacy skills (SDL process), and 4) to study the results of developing the SDL MOOCs model. The suitability of the SDL MOOCs model was assessed by 15 experts with extensive experience in the fields of online education design and development, computer science and information and communication technologies for education. The results of this research show that: 1) the SDL MOOCs model consists of 4 main elements (input factors, instructional process, output, and feedback), 2) the SDL process consists of 4 stages (preparation, web-based self-directed learning, post-testing, and certificate approval), and 3) the developmental adequacy of the SDL MOOCs model is at a very high level. Keywords—massive open online courses, self-directed learning, digital literacy skills, digital university


Introduction
Innovative teaching methods of modern university teachers in the Era 4.0 are so important that modern teachers should pay attention to them and apply them these days. The current study aims to assess the overall advancement of research on digital technologies in Education 4.0. The main agenda is to find the direction and improvement of research related to the educational structure and change in the learning process of digital technologies. The recent development of digital technologies in many fields is prompting researchers to improve the quality of instruction by using these resources [1]. The Office of the Higher Education Commission (OHEC), Ministry of Education, which responds to student-centered learning policies and lifelong learning in Education 4.0.
Specifically, this article makes the following four contributions: The structure of this article is as follows. Section 2 presents the methodological aspects of the study. Section 3 presents the main results and discusses the relevance of the proposed approach. Section 4 gives the main conclusions of this work, as well as some research perspectives.

Research methodology
This research concerns the development of a model of massive open online courses (MOOCs) with self-directed learning (SDL) to enhance digital literacy skills. The development concept presented here is mainly based on the approach and design of the ADDIE instructional system model [10]. Furthermore, the theories of MOOCs and selfdirected learning are applied in said design and development.

Population
The population for this research includes the 15 experts who have experience in the areas of web-based instructional design and development, computer science, and information and communication technologies for education.

Data collection and analysis
In developing the model of MOOCs with SDL to enhance digital literacy skills in digital universities, the researchers relied on the following tools for development and data collection: (1) the developed model of massive open online courses with self-directed learning, (2) the teaching processes with self-directed learning to enhance digital literacy skills (SDL process), (3) the design adequacy evaluation form of the developed model of massive open online courses, consisting of scoring questions (5 levels), and (4) the Design Adequacy Assessment Form for Developed Instructional Processes with Self-Directed Learning to enhance Digital Literacy Skills, consisting of scoring questions (5 levels). Statistics used for data analysis include mean (Mean) and standard deviation (SD).

Design and methodology
As shown in Figure 1, the methodology of this research is divided into 4 stages. At the first stage, the researcher studied the theories, articles, and literatures related to instructional system [10][11][12], massive open online courses [4, [13][14][15], self-directed learning [6,16], digital literacy skills [9,[17][18][19], achievement, and satisfaction. After that, the relevant theories were analyzed and synthesized in order to find out the correlation of the theories above to identify the conceptual framework of research.
At the second stage, the researcher designed the structure and elements of the open online courses model based on the concepts of instructional system design that consists of systematic elements, processes and steps (system approach) [10][11][12], combined with instructional elements of massive open online courses [4, [13][14][15].
At the third stage, it is concerning the design and development of instructional processes with self-directed learning to enhance digital literacy skills, which is based on the theories of self-directed learning [6,16]. These instructional processes would be used as a prototype for further application in the system of open online courses (SDL MOOCs system), which would be further developed.
At the fourth stage, this is the stage that is related to the study of suitability on the development of the SDL MOOCs model and instructional processes with self-directed learning to enhance digital literacy skills (SDL Process). The study of suitability herein was conducted by the 15 experts specialized in the fields of design and development of web-based instruction, computer science, and information and communication technology for education. The criteria for data analysis are on the basis of interpretation of Kanasutra [20]. Main results and discussion 3.1 Relevant theories to be used as a conceptual framework for the model of MOOCs with SDL to enhance digital literacy skills Correlation between educational system theories and the development of the SDL MOOCs model. The educational system is considered as a presentation of concepts applied to the management of different elements in such a way that they are correlated to each other and lead to the desired goal. This requires the ability to distinguish said essential elements and manage their correlation so that they can promote each other in an orderly manner [10][11]. The design of an educational system consists of four elements: (1) the input, which refers to the elements involved in the introduction of something into the system, (2) the process, which is the management of the correlation of the elements within the system so that they correlate with each other and pave the way for the achievement of the objective, (3) the output, which is the result of the work process, and (4) the feedback, which is the information obtained by analyzing the relationship between the output and the objectives, which will help to improve the process and the input, so that they are consistent with the output [12]. In this study, the appropriate pedagogical elements of the educational system are in accordance with the de- Correlation of theories of SDL with the development of the SDL MOOCs model. The SDL is a learning model that encourages learners to be responsible for developing their own learning plans based on their skills and abilities. Learners will seek knowledge and experiences based on their needs, identify their learning goals, make their learning plans, complete the learning activities in the learning plans, and self-assess their learning to achieve their goals [6]. In this research, the process of teaching with self-directed learning [16] was studied and synthesized into steps to be used in the process of teaching with self-directed learning to enhance digital literacy skills (SDL process), which was then applied in the development of the SDL MOOCs model.
Correlation of theories of digital literacy skills with the development of the SDL MOOCs model. Digital literacy skills are considered one of the 21st century learning skills that promote understanding of how to use digital technology, so that learners can have lifelong learning, leading to a learning society that can use information technology. In this study, the correlation of desired characteristics of digital literacy skills [18,19], related to relevant theories, was considered and used as an outcome of the developed model of MOOCs.
Correlation of theories of achievement and satisfaction with the development of the SDL MOOCs model. The learning outcome is the result of the learning process in the developed model of massive open online courses. It is the result of learners' knowledge, represented as a score or level of competence derived from tests or exercises [22]. Learning success is, therefore, an important assessment that can confirm learners' knowledge and abilities obtained from lessons. Satisfaction is the result in the form of attitudes and feelings that appear when the results are achieved as expected. In this research, the result obtained during the learning process of the developed massive open online course model (SDL Process) was studied and used as feedback to improve the effectiveness of the developed MOOC model. With reference to the synthesis of theories and the correlation of relevant theories above, the conceptual framework for this research was derived as shown in Figure 2.  ─ Definition of learning objectives: It is intended to find out the expected learning behaviors by means of evaluation after studying specific contents of the lessons. ─ Analysis of users: It is a kind of basic data analysis of users, such basic knowledge, basic skills, learning methods, interests, aptitudes, learning objectives, etc. The objective of this section is to design a learning system that is suitable and meets the needs of users. ─ Definition of instructional activity: The management of suitable activities is an important element that enables users to participate in learning and interact with the developed lessons and systems. Thereby, the said activity can be applied to develop their own learning process. ─ Definition of learning support tools: Learning support tool is believed to encourage users to achieve their desired learning goals.
2. Instructional processes (SDL Process), i.e., preparation, web-based self-directed learning, post-test, and approval of certificate, can be explained in detail as follows: ─ Preparation: This stage consists of 3 steps, i.e., system introduction, sign up to the system, and selection of subjects (with/without cost) ─ Web-based self-directed learning: It is a kind of learning stage that allows the learners to be responsible for setting their own learning plans based on their skills and competencies. Basically, the web-based self-directed learning is on the basis of learning plans related to the learners' experiences, and the learners shall control this process by themselves. Thereby, this stage includes 4 steps, i.e., (1) access to lessons, in which users are encouraged and motivated to become interested in the courses, starting with introduction to course descriptions, course contents, and the goals to accomplish at the end of the study, (2) self-directed learning, which is concerning the steps of studying the contents of the lessons and conducting instructional activities according to the self-directed learning process. The users shall participate in learning and interacting through a variety of learning support tools such as web forums, social media, etc., (3) exchange of knowledge, which focuses on encouraging the users to have interaction to brainstorm and exchange knowledge in order to bring about new ideas, and (4) evaluation. ─ Post-test: This stage is concerning a procedure to measure learning achievement of the users after studying all the provided contents and all the activities in the course syllabus. The said learning achievement is measured by taking multiple-choice tests, open-ended exams, or other formats of tests, depending on the discretion of course developers. Also, the evaluation criteria for a certificate are set up by the course developers as well. ─ Approval of certificate: This is the process of verifying the information by considering whether the users are qualified according to the criteria set by the course developers or not. In case the specified conditions are met, the system will approve that the users are eligible to receive a certificate.
3. Output, i.e., digital literacy skills, achievement, and satisfaction, includes the following details: ─ Digital Literacy Skills: This refers to the skills of understanding and application of digital technology that encourage learners to achieve lifelong learning, which can lead to learning society by making use of such information technology as Media Literacy, Technology Literacy, Information Literacy, Visual Literacy, Communication Literacy, and Social Literacy. ─ Achievement: This means the learning achievement that the learners will receive on the condition that they must be qualified as to the criteria provided by the course developers. ─ Satisfaction: It refers to the satisfaction of users towards the learning through the developed SDL MOOCs model.

Feedback:
It is the use of data that are derived from the output stage as feedback data. The objective of feedback is to improve the learning process and input factors so that they shall have more suitability and more efficiency.

Media literacy
The results reflect the ability of learners in terms of access, analysis, and production of media based on the understanding, and communication of ideas in an effective manner.

Technology literacy
The results represent the expertise of using technology in learning and communication.

Information literacy
The results reflect the ability to search the required information online, to select appropriate information, and to use information for data retrieval.

Visual literacy
It is a reflection of learners' ability to understand and interpret what they view, including analysis, learning, and showing their opinions.

Communication literacy
It reflects the ability to exchange knowledge with others in the society via social media or online learning materials.

Social literacy
It is a reflection of ability to work hand in hand with others in order to achieve the goals.

Results of the development of instructional processes with self-directed learning to enhance digital literacy skills
In the teaching processes with self-directed learning to improve digital literacy skills (SDL process), the researcher defined the learning stages in the SDL MOOCs model, which was synthesized from the self-directed learning process [6], as shown in Figure  4. Figure 4 represents the instructional processes with self-directed learning to enhance digital literacy skills (SDL Process). Thereby, the researcher determined the following 4 learning stages within the developed massive open online courses model, including (1) Preparation, which consists of 3 steps, i.e., system introduction, sign up to the system, and selection of subjects (with/without cost), (2) Web-based self-directed learning, in which the researcher applied the theories of self-directed learning to define learning steps in the developed massive open online courses model. The said learning steps include access to lessons, self-directed learning, exchange of knowledge, and evaluation. At this stage, the researcher also performed a contextual analysis to determine the elements of instructional management to be further used to support the web-based selfdirected learning, i.e., learning objectives, contents, roles of course developer, roles of users, instructional activity, and learning support tools, (3) Post-test, which is designated to measure learning achievement after the users have completed all of the required course and activities, and (4) Approval of certificate.

Results of evaluation on the suitability of the development of the massive open online courses model and instructional processes with self-directed learning to enhance digital literacy skills
The study of suitability of the development of the massive open online courses model with self-directed learning to enhance digital literacy skills (SDL MOOCs model). The study of suitability herein was conducted by the 15 experts and the criteria for data analysis (see Table 2) are on the basis of interpretation of Kanasutra [20].
According to the development of the SDL MOOCs model, the results are detailed in Table 3. In reference to Table 3, it is found that the overall suitability of the development of the SDL MOOCs model (overall elements) is at very high level (Mean = 4.93, SD = 0.30). Accordingly, this can probably be concluded that the SDL MOOCs model has all required elements, and it can be employed as a guideline to develop the massive open online courses that can encourage the learners to initiate their self-learning.  Referring to Table 4, it is evident that the overall suitability of the development of the SDL MOOCs model is at very high level (Mean = 4.91, SD = 0.31). It can be summarized the SDL MOOCs model can be applied as a guideline to further develop the massive open online courses, which can be used as an effective tool for learners to promote their self-learning. This is in line with the research of Chatwattana and Nilsook [23], who said that the design of concepts applied the principle of instructional system, and the principle of e-learning design can be support learning in students. According to Table 5, it is obvious that the overall suitability of the development of instructional processes with self-directed learning to enhance digital literacy skills is at very high level (Mean = 4.91, SD = 0.29). It can be summarized that the instructional processes with self-directed learning can promote the learners to have more self-learning experiences, more digital literacy skills, and more achievement. This is in line with the research of Kateryna et.al [24], who said that the digital literacy can be used to communicate and solve problems for effective and creative self-realization in education, work, and society. It is also consistent with the research of Gamage et al. [25], saying that the application of interactivity and collaboration in their instructional design can promote skills in learning. In addition, it is in compliance with the research of Wajeesiri [26], saying that the application of self-directed learning process to design an instructional model can promote analytical thinking and meanwhile increase learning achievement.  Table 6 shows that the overall suitability of the SDL MOOCs model in terms of practical use is at very high level (Mean = 4.95, SD = 0.22). This can be concluded that the massive open online courses model with self-directed learning has suitable elements, stages, and processes. Also, the model can be applied as a guideline to further develop the massive open online courses with self-directed learning in order to promote the learners to initiate self-learning in digital universities, while enhancing their digital literacy skills and achievement in an efficient manner. According to the summary of results above, this research is compliant with that of Tan, Yu and Gong [27], who mentioned that MOOCs are a new form of education that can lead to the reform of higher education system, initiating the enhancement of instruction quality in universities. It is also consistent with the research of Anisimova, Ganeeva and Sharafeeva [28], who said digital skills are practical and vital to the real life. These skills can promote the development of competency and creativity, and can also generate self-confidence.

Conclusions
The massive open online courses model with self-directed learning to enhance digital literacy skills (SDL MOOCs model) is considered a tool to promote learning outside the classroom for learners in the digital age. The concept is based on the combination of new technologies and teaching methods with the aim of creating new ideas and innovations that can promote learning among modern learners, and meanwhile can respond directly to their learning experiences. The model consists of 4 main elements: (1) Input factors, i.e., definition of learning objectives, analysis of users, definition of instructional activity, and definition of learning support tools, (2) Instructional processes (SDL Process), which consists of 4 steps: preparation, web-based self-directed learning, post-test, and approval of certificate, (3) Output, i.e., digital literacy skills, achievement, and satisfaction, and (4) Feedback, i.e., opinions of experts and achievement scores.
The suitability of the SDL MOOCs model was assessed by 15 experts. The results of this research show that (1)  This research can be applied as a guideline to design and develop massive open online courses that can promote learning among learners and generate self-development, satisfying student-centered learning policies and lifelong learning in Education 4.0. In addition, this can lead to a learning society in which the concepts, elements, and processes of self-directed learning are used as guidelines for designing teaching processes in open and massive online courses, encouraging learners to have learning experiences, have skills and abilities to implement their own learning plans, and be able to self-assess. At the same time, teaching activities are provided to promote learning and interaction among learners via social media networks, which can enable learners to have more digital literacy and learning achievements.