The Role of MOOC-Based Supplementary Learning in Enhancing Student Academic Performance: Evidence from Non-Business Students in an Entrepreneurship Course
Abstract
The increasing integration of digital technologies into higher education has created new opportunities for institutions to complement conventional classroom instruction with flexible and student-centered learning resources. This study examines the effectiveness of a curriculum-aligned MOOC-based supplementary learning intervention in supporting students’ conceptual understanding and academic performance. The study was conducted among undergraduate non-business students enrolled in an entrepreneurship course at a Malaysian higher education institution. A one-group pre-test and post-test design was used. Aggregated data on students’ conceptual understanding, quiz performance and satisfaction were analyzed using descriptive and comparative statistics. The results show that the MOOC-based supplementary learning intervention was found to be associated with improvements in students’ conceptual understanding and academic performance. The findings also indicated a high level of satisfaction with the digital learning intervention, particularly in terms of accessibility and the usefulness of multimedia learning resources. The results suggest that curriculum-aligned MOOC-based supplementary learning can provide beneficial support for continuing learning beyond traditional classroom instruction and improve students’ engagement with course content. The study contributes to the growing knowledge literature by demonstrating the potential of MOOC-based supplementary learning as a practical digital learning approach in higher education
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