Mobile-Accessible MOOCs, Design Thinking, and Self-Directed Learning: A Quasi-Experimental Study of Creative Thinking and Problem-Solving in Higher Education

Winarno; Dedi Kuswandi; Purnomo; Henry Praherdhiono

doi:10.3991/ijim.v20i20.62299

Authors

Winarno Universitas Sebelas Maret, Surakarta, Indonesia; Univeritas Negeri Malang, Malang, Indonesia https://orcid.org/0000-0002-9981-9168
Dedi Kuswandi Universitas Negeri Malang, Malang, Indonesia
Purnomo Universitas Negeri Malang, Malang, Indonesia
Henry Praherdhiono Universitas Negeri Malang, Malang, Indonesia

DOI:

https://doi.org/10.3991/ijim.v20i20.62299

Keywords:

MOOCs, Creative Thinking, Problem Solving, design thinking

Abstract

Mobile-accessible massive open online courses (MOOCs) are widely adopted in Indonesian higher education, yet many undergraduates still struggle with the creative thinking and problem-solving competencies expected in the digital workplace. This study investigated whether embedding mobile-accessible MOOC modules from major platforms into a design thinking (DT) instructional cycle produces stronger higher-order thinking gains than DT delivered through conventional lecturer-curated materials and whether self-directed learning (SDL) moderates that effect. A quasi-experimental, non-equivalent control-group design was implemented over one 16-week semester with 93 third-semester students at a public Indonesian university. Participants were assigned to a DT-MOOCs group (n = 46) or a DT Non-MOOCs group (n = 47). Creative thinking and problem-solving were assessed preand post-intervention using validated instruments, and outcomes were expressed as normalised-gain scores. Two-way MANOVA with non-parametric robustness checks revealed that the DT-MOOCs group significantly outperformed the control group on both outcomes, with very large effect sizes. An ordinal strategy × SDL interaction showed that the DT-MOOCs advantage widened as SDL level increased, whereas SDL alone did not exert a significant marginal effect. Given the modest sample and quasi-experimental design, the moderation finding is treated as preliminary. The results suggest that mobile-accessible MOOC integration functions as an inclusive amplifier of higher-order thinking within a DT framework, while deliberate SDL-building scaffolds may be needed to maximise benefits for learners with lower self-direction.

Author Biographies

Winarno, Universitas Sebelas Maret, Surakarta, Indonesia; Univeritas Negeri Malang, Malang, Indonesia

Winarno is a lecturer in the Office Administration Education Department, Universitas Sebelas Maret, Indonesia. He is currently pursuing a doctoral degree in the Department of Educational Technology at Universitas Negeri Malang, Indonesia. His research interests include educational technology, digital literacy, and office technology. His Scopus Author ID is 58359757400. (email : winarnoq998@staff.uns.ac.id)

Dedi Kuswandi, Universitas Negeri Malang, Malang, Indonesia

Dedi Kuswandi is a Professor in the Department of Educational Technology, Universitas Negeri Malang, Indonesia. His research interests include instructional design, interactive learning media, and mobile learning. His Scopus Author ID is 57194130351.

Purnomo, Universitas Negeri Malang, Malang, Indonesia

Purnomo is a Professor in the Department of Mechanical Engineering, Universitas Negeri Malang, Indonesia. His research interests include vocational education, educational technology, multivariate data analysis, engineering education, and technology-enhanced learning. His Scopus Author ID is 56012537400.

Henry Praherdhiono, Universitas Negeri Malang, Malang, Indonesia

Henry Praherdhiono is a lecturer and researcher in the Department of Educational Technology, Universitas Negeri Malang, Indonesia. His research interests cover e-learning systems, digital learning environments, and educational technology integration. His Scopus Author ID is 57208598465.

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