Mobile-Accessible MOOCs, Design Thinking, and Self-Directed Learning

Mobile-accessible massive open online courses (MOOCs) are widely adopted in Indonesian higher education, yet many undergraduates still struggle with the creative thinking and problem-solving competencies expected in the digital workplace. This study investigated whether embedding mobile-accessible MOOC modules from major platforms into a design thinking (DT) instructional cycle produces stronger higher-order thinking gains than DT delivered through conventional lecturer-curated materials and whether self-directed learning (SDL) moderates that effect. A quasi-experimental, non-equivalent control-group design was implemented over one 16-week semester with 93 third-semester students at a public Indonesian university. Participants were assigned to a DT-MOOCs group (n = 46) or a DT Non-MOOCs group (n = 47). Creative thinking and problem-solving were assessed preand post-intervention using validated instruments, and outcomes were expressed as normalised-gain scores. Two-way MANOVA with non-parametric robustness checks revealed that the DT-MOOCs group significantly outperformed the control group on both outcomes, with very large effect sizes. An ordinal strategy × SDL interaction showed that the DT-MOOCs advantage widened as SDL level increased, whereas SDL alone did not exert a significant marginal effect. Given the modest sample and quasi-experimental design, the moderation finding is treated as preliminary. The results suggest that mobile-accessible MOOC integration functions as an inclusive amplifier of higher-order thinking within a DT framework, while deliberate SDL-building scaffolds may be needed to maximise benefits for learners with lower self-direction.