Abstract:

The rapid evolution of technology and the exponential expansion of knowledge have revolutionized the landscape of higher education globally. Universities are increasingly adopting Massive Open Online Courses (MOOCs) as an innovative method to provide high-quality education and enhance learning experiences tailored to the demands of a rapidly changing society. This shift has spurred significant research efforts to assess the effectiveness of MOOCs in nurturing critical thinking skills, essential for success in the contemporary era.

Flexible thinking skill is characterized by the ability to adjust cognitive processes in dynamic scenarios and embrace diverse perspectives. It has emerged as a crucial skill for thriving in today's intricate and interconnected world. Despite its significance, there is a scarcity of empirical studies exploring the relationship between MOOC learning environments and the development of flexible thinking skills, impeding the refinement of teaching practices in this evolving field.

This study aimed to investigate how MOOCs contribute to fostering flexible thinking skills and academic achievements among undergraduate students. By comparing two groups of learners who study the same course in different learning environments – one utilizing MOOCs (N = 91) and the other engaging in face-to-face classroom instruction (N = 66) – the research employed a mixed methods approach. Data collection involved pre- and post-questionnaires, assessment of students' performance in course assignments, and semi-structured interviews.

The results unveiled a statistically significant enhancement in flexible thinking levels among the group utilizing MOOCs. Qualitative insights from interviews illuminated key mechanisms driving this improvement, such as collaborative learning, open-mindedness, adaptability to virtual environments, and proficient use of information and communication technologies (ICT).

Interestingly, despite the superior flexible thinking exhibited by the MOOC learners, students in face-to-face settings demonstrated notably higher achievement levels in course assessments. This disparity underscores the multifaceted nature of learning outcomes and suggests potential synergies between online and traditional teaching methods in cultivating distinct competencies and subject mastery.

This study contributes to advancing theoretical frameworks on flexible thinking and online education while offering practical implications for refining course design and integrating traditional and innovative instructional strategies in higher education.

Keywords:

Flexible Thinking, MOOC, Online Learning, Face-to-Face Instruction, Mixed-Methods Research.