Undergraduate students' engagement with MOOCs in Kazakhstan: variations by gender, year of study, and discipline

A study conducted at a regional university in Kazakhstan investigated undergraduate student engagement with Massive Open Online Courses (MOOCs). The research, based on a survey of 682 students, aimed to understand engagement patterns and identify variations by gender, year of study, and discipline. The preliminary findings suggest that student engagement with MOOCs is occasional, though the full extent of this finding is limited by the truncated source text.

Understanding student engagement with digital learning platforms like MOOCs is critical for optimizing educational strategies and investments in technology. These insights can inform policy and resource allocation to ensure that digital learning tools effectively support student development and institutional goals in higher education contexts.

Digital transformation in Higher Education is supported by MOOCs, offering flexible learning.

Forward consideration, not a verified fact.