Transforming learning into application: technology-enhanced MOOCs, digital competence and structured scaffolding in Thai higher education

Although massive open online courses (MOOCs) have expanded access to learning, many learners still struggle to translate knowledge into practical digital competence. This study examined whether a MOOC supported by a marketing content design (MCD) board could strengthen digital competence and perceived application outcomes among Thai university students. A convergent parallel mixed-methods design was employed with 268 students from four universities in Thailand. Quantitative data measured their perceptions of the MOOC learning environment (MOOCLE), the utility of the MCD board, digital competence and perceived application outcomes, while qualitative interviews and learner-generated artefacts provided explanatory depth. The findings showed that both the MOOCLE and the perceived utility of the MCD board were strongly associated with digital competence, which in turn explained a substantial share of variation in perceived application outcomes. Digital competence also functioned as a mediator linking learning conditions to learners’ reported ability to apply what they had learned. The qualitative findings further indicated that the MCD board helped learners organise ideas, analyse audiences and translate local cultural content into more structured digital communication plans. The results highlight the value of embedding structured design scaffolds in MOOCs to support competence-orientated and application-orientated learning.