MODEL ONLINE LEARNING FORMATS AND DESIGN MOOC LEARNING ACTIVITIES OF BUDDHIST UNIVERSITY

Abstract

This research aimed to achieve three objectives: 1) to study the models of online education management in open systems such as MOOCs, 2) to examine perspectives on MOOC-based online education for Buddhist universities, and 3) to design MOOC learning activities for Buddhist universities. A qualitative research methodology was employed, collecting data from documents and interviews with 15 key informants. The findings revealed the following: For the first objective, the appropriate model for MOOC-based online education in Buddhist universities should incorporate diverse technologies and instructional media, such as videos, online quizzes, online assessment systems, and discussion forums. These elements foster learner engagement and enable continuous self-monitoring of progress. Integrating modern technology with Buddhist principles is essential to support Buddhist studies and effectively serve both monastic and lay learners. Regarding the second objective, both learners and instructors recognized the importance of online accessibility and assessment, which enhance the flexibility and responsiveness of teaching and learning. The integration of traditional education with new technologies was found to modernize and improve the effectiveness of instruction. Learner satisfaction with MOOC activities was high, and these activities were perceived as effective in developing digital learning skills. For the third objective, the design of MOOC learning activities for Buddhist universities should emphasize theoretical learning, practical training, and collaborative learning to provide learners with diverse and effective experiences. When these designed activities were implemented, learners reported high satisfaction, and the activities effectively enhanced digital learning skills.