• Z. Jano
  • H. Hasan
  • A. Mohd Pilus
  • A. Yahya
  • H. Janor
  • R. Padfield Faculty of Humanities and Social Sciences, Oxford Brookes University, Oxford, United Kingdom.


Hitherto, MOOC has become one of the platforms in teaching and learning. Long life learning and self-learning skills are essential for students’ survival especially in the 4.0 industrial revolution era. Moreover, Problem-based learning (PBL) approach is suitable for the MOOC platform as it offers an innovative technique that engages learners for independent learning and problem solving activities. Hence, MOOC is a tool for PBL implementation. This paper developed MOOC integrated PBL learning (MIPBL) model based on ADDIE’s design model. The model was intended for future technologists in critical and creative thinking classroom. The model is beneficial in inducing creative and active participation from learners which subsequently trigger technical competence and soft skills. Future study should focus on the management implication while executing the MIPBL model in classroom.


Download data is not yet available.


R. Padfield, E. Papargyropoulou, Sabariah, M.J. Megat and C. Kinoshita, “Ningen Ryoku: the Japanese Way in Inculcating Human Skill into Engineering Education”, Procedia - Social and Behavioral Sciences, vol. 56, pp. 369 – 376, 2012.

M. Raman and A. Koka,.“The ever increasing demand for soft skills at workplace: A study on IT professionals’ perspectives”, in International Conference on Management and Information Systems, 2015, pp. 4-8.

M.S. Rao, Soft Skills: Enhancing Employability; Connecting Campus with Corporate. New Delhi: I. K. International Publishing House, 2015.

A. P. Kelly, Disruptor, distracter, or what?: A policymaker's guide to massive open online courses (MOOCs). Boston, MA: Bellwether Education Partners, 2014.

K.M. Cheong, K.M.S. Linda, J. Zanariah and H. Hanipah, “The Readiness of the Administrators and Undergraduates in Using Massive Open Online Course (MOOC) in the Mandarin Subject”, The Social Sciences, vol. 11, no.12, pp. 3017-3023, 2016.

Y. Li, P. Stephen and O. Bill. (2014). Beyond MOOCs: Sustainable Online Learning in Institutions [Online].


V. Kovanović, S.Joksimović, D. Gašević, G. Siemens and M Hatala, “What public media reveals about MOOCs: A systematic analysis of news reports”, British Journal of Educational Technology, vol. 46, no. 3, pp.510-27, 2015.


PR Newswire. (2013). Australia sets the scene for free online education - MELBOURNE, Australia [Online]. Available:

The Conversation. (2013). The Aussie Coursera? A new homegrown MOOC platform arrives [Online]. Available:

S. Porter, "The economics of MOOCs: a sustainable future?", The Bottom Line, vol. 28, no. 1/2, pp. 52-62, 2015.

A. G. Fowler. (2013). An early report card on MOOCs [Online]. Available:

M. Savin-Baden and C.H. Major, Foundations of Problem-based Learning. Berkshire: SRHE and Open University Press, 2004.

E.D. Graaff and A.Kolmos, Management of Change Implementation of Problem-Based and Project-Based Learning in Engineering. Netherlands: Sense Publishers, 2007.

X. Du, E.D. Graaf and A. Kolmos, Research on PBL Practice in PBL Practice in Engineering Education. Rotterdam: Sense Publishers, 2009.

R. W. Jones, “Problem-Based Learning: Description, Advantages, Disadvantages, Scenarios and Facilitation”, Anaesthesia and Intensive Care, vol. 34, no. 4, pp. 485-488, 2006.

C. Y. Kwan, “What is Problem-Based Learning (PBL): It is magic, myth and mindset”, National University of Singapore: Centre for Development of Teaching and Learning Brief, vol. 3, no. 3, pp. 1-2, 2000.

M. Sahin, “Effects of problem-based learning on university students' epistemological beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics”, Journal of Science Education and Technology. vol. 19, no. 3, pp. 266-275, 2010.

G.S. Selcuk and M. Sahin, “Probleme dayalı ogrenme ve ogretmen egitimi (Problem-based learning and teacher education)”, Buca Eğitim Fakültesi Dergisi, vol. 24, pp. 12-19, 2008.

L. Nelson, L. Sadler and G. Surtees, “Bringing problem based learning to life using virtual reality”, Nurse Education in Practice, vol. 5, no. 2, pp. 103-108, 2005.

O. Hussain, M. S. Berhannuddin and S. A. Sulaiman, “5 Ladders of Active Learning: An Innovative Learning Steps in PBL Process”, in The 4th International Research Symposium on Problem-Based Learning (IRSPBL), Kuala Lumpur, 2013, pp.245-253.

G. Conole, “The 7Cs of learning design: A new approach to rethinking design practice”, in The 9th International Conference on Networked Learning, Edinburgh, 2014, pp. 502–509.

G. A. Bowen, “Document analysis as a qualitative research method”, Qualitative Research Journal, vol. 9, no. 2, pp. 27-40, 2009.

C. Peterson, “Bringing ADDIE to Life: Instructional Design at Its Best”, Journal of Educational Multimedia & Hypermedia, vol. 12, no. 3, pp. 227-241, 2003.

How to Cite
Jano, Z., Hasan, H., Mohd Pilus, A., Yahya, A., Janor, H., & Padfield, R. (1). INNOVATION OF MOOC FOR FUTURE TECHNOLOGISTS. Journal of Advanced Manufacturing Technology (JAMT), 12(1(3), 207-216. Retrieved from