The Impact of MOOCS on Higher Order Thinking Abilities During the Covid-19 Pandemic

Abstract

This study set out to investigate how MOOCs affected higher order cognitive functions during the COVID-19 pandemic. Attending the College of Education, all participants were fourth-year students. They were split up into two groups for the experiment. To this end, a test of higher-order thinking abilities incorporating instructional strategies was created as one of the primary instruments. Results indicated that, in accordance with participants' higher-order thinking, there was a statistically significant difference in favor of the first experimental group's modified gain ratio of degrees between the second experimental group, which received learning via a learning management system, and the first experimental group, which received instruction through MOOCs.