Student's perception of MOOC experience in fluid power technology class / Norhanifah Abdul Rahman, Mohamad Zamin Mohamad Jusoh and Nur Ain Abd Rahman

Massive Open Online Courses (MOOCs) gained significant popularity as a low-cost and accessible alternative to traditional classroom-based education in recent years. While MOOCs had been successful in delivering courses on many subjects, the extent to which they could effectively teach Fluid Power Technology to students was still uncertain. This study aimed to examine the effectiveness of MOOCs in teaching Fluid Power Technology and evaluate students' overall satisfaction with their MOOC experience. The study used a combination of MOOC delivery, interactive learning methods (e.g., virtual labs, simulations), and a satisfaction survey to evaluate the effectiveness of Fluid Power Technology MOOCs. The survey assessed students' satisfaction with various aspects of the MOOC course, including content quality, instructor support, technical issues, and overall experience. The study also identified the strengths and weaknesses of MOOCs in teaching Fluid Power Technology based on criteria such as student achievement, engagement, retention, and feedback. The findings of this study contributed to the understanding of the effectiveness of MOOCs in teaching technical subjects such as Fluid Power Technology and provided insights into students' satisfaction with MOOCs as a learning platform. Based on the results, it was recommended that educators and institutions consider utilizing MOOCs as a method of teaching technical subjects while carefully planning the design and delivery of the MOOC to ensure maximum effectiveness and address student concerns about quality.