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1.
In recent years, massive open online Courses (MOOCs) as an online instruction format have attracted educators’ attention in higher education. While there are many news reports and blog entries about MOOCs, evidence-based research is still emerging. Research examining the learners’ perspective on taking a MOOC is scarce but very much needed. This study, using both quantitative and qualitative data, investigated participants’ reasons and excitement levels to take a MOOC and their perception of the usefulness of the course. The findings indicated that the majority of the participants were working professionals who sought to get opportunities and resources for their career development without the constraints of their geographical locations and time. Flexibility of the course schedule, credibility of the instructor, and quality of the materials are important factors for these individuals. The findings highlighted the importance of good pedagogies regardless if the platform is a MOOC, face-to-face, or other online formats; the hands-on nature was the most helpful aspect of this MOOC. The findings also showed that course design is important as difficult navigations and not-so-intuitive interface affected participants’ learning experience and perception of the course negatively.  相似文献   

2.
With the popularization of massive open online courses (MOOCs) in the e-learning landscape, more and more older adults are participating in MOOC learning activities. Understanding older adults’ learning motivations in MOOCs will help MOOC developers design suitable learning systems and appropriate course content for older learners. Using a content analysis method, this study identifies six types of learning motivations of older adults in MOOCs: solving problems, acquiring knowledge, improving cognition, seeking fun, benefiting others, and social contact, among which improving cognition is unique to older adults. Based on the above classification, we found that the learning motivations among older adults vary with age and gender. The findings enrich the theories of education for older adults and of learning motivation, and can be used to improve the design of MOOCs for older adults.  相似文献   

3.
This study investigates factors that influence learners’ satisfaction with massive open online courses (MOOCs). Framed by the theory of independent learning and teaching, the three types of interaction model, and the technology acceptance model, this study analyzed data collected from 1,786 learners enrolled in four MOOCs. Results show that the learner perceived usefulness, teaching and learning aspects of the MOOC, and learner-content interaction as important satisfaction factors. Learner-learner interaction and learner-instructor interaction had no effect on the sample’s learner satisfaction with the MOOC. These findings improve our understanding of MOOC learners’ preferences and contribute to the process of designing and developing new MOOCs. Future directions in MOOCs’ development are also discussed.  相似文献   

4.
Massive Open Online Courses (MOOCs) have been a prominent topic of recent educational discussion and debate. MOOCs are, in essence, university‐affiliated courses offered to large groups of online learners for little or no cost and are seen by many as a bellwether for change and reform across higher education systems. This study uses content and discourse analysis methods to examine how understandings of MOOC‐related ‘change’ were presented in US, UK and Australian newspapers. Drawing on detailed analysis of 457 newspaper articles published between 2011 and 2013, the findings point to a predominant portrayal of MOOCs in relation to the massification, marketization and monetization of higher education, rather than engaging in debate of either ‘technological’ or ‘educational’ issues such as online learning and pedagogy, instructional design or student experience. The article then considers the reasons underpinning this restricted framing of what many commentators have touted as a radical educational form—not least the apparently close association between MOOCs and the economics of higher education.  相似文献   

5.
ABSTRACT

MOOCs for learning the basics of programming have become popular among people with a diverse range of backgrounds, interests and learning contexts. Studies show that learners who enrol in MOOCs tend to have different motivation from learners in traditional courses, but it is not known how motivation differs for people with different backgrounds. This study aims to describe how the motivational factors behind enrolment in programming MOOCs relate to learners’ characteristics. The data were gathered in the spring of 2017 with a motivation scale (FIEM) from 1,536 participants of the MOOC ‘About Programming’. Using comparative analysis, differences in motivational factors between groups by gender, employment status and previous experiences in programming were found. Correlational analysis revealed that educational level, age and self-evaluated probability of completing the MOOC were also related to motivational factors. Different people are motivated by different factors, indicating that this knowledge could be used to design interesting and motivating programming MOOCs, which are relevant to learners with various backgrounds.  相似文献   

6.
In this paper we will explain massive open online courses (MOOCs)-how they started, their targeted audience, and what services they provide- and demonstrate selected MOOC service providers that best suit the Arabian Gulf region. The record annual growth for MOOCs has made many respected institutions reconsider their educational strategies. Many elite universities have started to join the stream; others are expected to join very soon. In this paper we will focus on select MOOC providers that will help institutions or individual instructors ride the stream before it is too late. All MOOC providers have been carefully selected to meet the author’s criteria of either having crossed a capacity range limit or being tailored to meet the Arabian Gulf region needs. Finally, the paper summarizes the best practices and gives recommendations for any Gulf region institution or individual for better implementation of MOOCs into their learning system.  相似文献   

7.
Massive open online courses (MOOCs) take university lectures and other educational materials and make them available for free as online “courses.” Liberal and neoliberal MOOC supporters laud these courses for opening up education to the world while incorporating market dynamics to improve quality and drive down costs. Skeptics claim MOOCs are a bald attempt to privatize higher learning, thus creating an apartheid educational system with traditional universities serving the wealthy while everyone else is left with cut‐rate online learning. This essay draws on the political theory of autonomist Marxism, arguing that MOOCs are capital's defensive reaction to the threats of resistant universities on one side, and unmanageable Internet‐based learning on the other. It then looks at which MOOC designs would support education for the “multitude,” which is the term used by autonomist Marxism to describe an autonomous, diverse, networked political body.  相似文献   

8.
This study investigated the distribution of incentives (e.g., certificates, badges) for massive open online course (MOOC) completion, and relationships between incentives and MOOC outcomes. Participants were 779 MOOC students internationally who participated in at least 303 different MOOCs offered by at least 12 providers. MOOC participants most commonly intended to receive, and in actuality received, free and paid course certificates of completion; other incentives (e.g., digital badges, postsecondary credits) were far less common. In addition, MOOC participants' intentions to receive both free and paid certificates were consistently and positively related to perceived learning and course completion, net other factors. (Keywords: massive open online courses, MOOCs, motivation, incentives, microcredentials, certificates of completion)  相似文献   

9.
Massive open online courses (MOOCs) have gained significant attention in recent years for their potential to impact education at a global scale. This paper presents the findings from a study that examined the cases of three MOOCs, including Human Trafficking, US Food System, and Animal Behavior and Welfare, that were specifically designed to effect attitudinal change in its participants, specifically focusing on the three aspects of attitudinal change, cognitive, affective and behavioral as well as general learning. The study examined learners’ perceptions of attitudinal change, including according to the MOOC they took, the instructional method utilized, and the influence of attitudinal components on each other. The findings from this research provide a number of implications that could be helpful for understanding instruction and instructional design of MOOCs, particularly those MOOCs addressing attitude change.  相似文献   

10.
ABSTRACT

Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed  相似文献   

11.
This study describes the massive open online course (MOOC) experiences of three educational technology scholars assuming the roles of learners. Adapting Carroll’s model of school learning as a theoretical framework, the study employed an autoethnography method to collect empirical data in three different MOOCs. Data analysis from regularly recorded journals revealed commonalities and differences in learner experiences. Based on the results, a refined version of Carroll’s model was produced to provide a foundation for future research and development into MOOCs.  相似文献   

12.
This study attempts to make inferences about the mechanisms that drive network change over time. It adopts simulation investigation for empirical network analysis to examine the patterns and evolution of relationships formed in the context of a massive open online course (MOOC) discussion forum. Four network effects—homophily, reciprocity, transitivity, and preferential attachment—were tested to explain the dynamic mechanisms of interaction in the MOOC forum. Understanding the network dynamics of relationships will allow us to explore how to develop a robust peer-supported learning environment and in turn improve the online learning experience in MOOCs.  相似文献   

13.
ABSTRACT

Researchers have been interested in classifying massive open online course (MOOC) students based on their learning behaviors. However, less attention has been paid to the cognitive attributes associated with various learning behaviors. In this study, we propose a conceptual model that links MOOC students’ observable learning behaviors to their latent attributes (i.e., individual learning versus interactive learning). Using students’ behavior data from a MOOC, we performed a cognitive diagnostic analysis to identify the students’ learning profiles and to determine how these profiles related to their course achievement. We found that a large portion of the students performed individual learning whereas only a very small portion of them overtly performed interactive learning. In addition, the students who performed interactive learning were more likely to pass the course with distinction than the students who did not show this attribute. The results of this study have important implications for improving students’ learning in MOOCs. Further, the study provides a good demonstration of how to use clickstream process data for psychometric analysis.  相似文献   

14.
The term MOOC, an acronym for massive open online course, has been nearly ubiquitous in recent discussions about online education and distance learning. Some articles have questioned the MOOC's tentative role as “the future of education,” while others have framed it as a disrupter of traditional higher education. Research in earlier years trended toward the ways in which MOOCs may be changing the landscape of higher education. However, in the past two years, greater consideration has been focused on how MOOCs may play a role in the corporate world. The year 2012 may have been deemed “The Year of the MOOC,” but many saw 2014 as “The Year of the Corporate MOOC.” Despite MOOCs reaching their prominence as disrupters of traditional higher education, MOOC providers are now aggressively pursuing opportunities in the corporate sector. This presents a great opportunity for corporations to drive this relatively new learning platform and to tailor it to meet their organizational needs. The potential uses for MOOCs in the corporate world are vast. MOOCs can expand corporate training options, offer new recruiting techniques, and provide innovative marketing and branding channels. This article identifies the features of MOOCs, briefly reviews the history of the MOOC movement from academic MOOCs to corporate MOOCs, and discusses the possibilities for extending the MOOC format to a corporate training and employee development environment.  相似文献   

15.
Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers’ attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N?=?119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.  相似文献   

16.
Massive open online courses (MOOCs) have generated enthusiasm, excitement, and hype worldwide and recently increasing skepticism. They are being broadly discussed in the major news media (and to a smaller extent in academic circles). Rapidly increasing numbers of MOOC providers, MOOC courses and articles, discussion groups, and blogs discussing MOOCs are indicators of the involvement of many stakeholders. Most of these analyses and developments are based on economic perspectives (such as scalability, productivity, and being free) and technology perspectives (including platforms supporting large number of students in online environments, enrichment components such as forums, peer-to-peer learning support, and automatic grading). Few contributions analyze MOOCs from a learning science perspective and put them into a larger context with other approaches to learning and education. This commentary explores challenges derived from the perspective to conceptualize MOOCs as being one component in a rich landscape of learning.  相似文献   

17.
Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course “About Programming” was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.  相似文献   

18.
Challenges of broadening access, escalating cost, maintaining desirable quality and enhancing meaningful learning experiences in African higher education (HE) have spurred debates on how to restructure higher education delivery to meet the diverse needs of heterogeneous learners and adapt pedagogical models to the educational realities of low-income African countries. In view of these complexities, Massive Open Online Courses (MOOCs) have been advanced by Western Consortia, universities and online platform providers as panaceas for disrupting/transforming existing education models African universities. MOOCs have been touted as disruptive innovations with the potential to create new niche markets for HE courses, disrupt traditional models of instruction and content delivery and create new revenue streams for higher education. Yet academic elitism which manifests in the exclusive selection of top American universities to develop, host and deliver MOOCs, MOOC providers’ use of university brand and reputation as benchmarks for charging recruitment fees on headhunters recruiting MOOC graduates and their complex business models involving the sale of students’ big data (e.g. learning analytics) for profit seem to be inconsistent with claims about philanthropic and egalitarian drive of MOOCs. Drawing on disruptive innovation theory and a review of mainstream literature on MOOCs adoption in American and African tertiary sectors, this study argues that behind the MOOC rhetoric of disrupting and democratizing higher education lies the projection of top academic brands on the marketing pedestal, financial piggybacking on the hype and politics of academic exclusion.  相似文献   

19.
Researchers observed their students’ frequent choices to use technology and the students' weak developmental math course completion rates. These observations piqued researchers' interest to find a new approach to improve students’ math learning—utilizing disruptive innovation. The purpose of this study was to understand students’ perceptions about learning developmental math with a Massive Open Online Course (MOOC) and face-to-face group activities interwoven with psychology of learning concepts. Research findings suggest that MOOCs used in developmental math coursework can improve math success, and group work within face-to-face classrooms can increase connectivity to learning. A MOOC was merged with face-to-face psychology of learning group projects, and students described increased connectivity to their learning. For example, Haley exclaimed, “So definitely learned how to learn all over again this semester and I’m doing awesome … It’s like I’m breezing through!”  相似文献   

20.
Despite the popularity of massive open online courses (MOOCs), only a small portion of the course participants successfully complete the course. The low completion rate can be partially attributed to the mismatch between the participants' expectations and value delivered by the courses. Therefore, this study leverages MOOC reviews to investigate the focal point and sentiment of the learners by combining machine learning techniques and statistical analysis. Several text mining methods (ie, simplified Chinese-linguistic inquiry and word count dictionary, word embeddings, and bidirectional long short-term memory model) are combined to automatically extract the emotional and cognitive aspects, review focal point, and sentiment from the learner discourse. Multiple linear regression (MLR) analysis is performed to examine the relationships between the learner sentiment and the extracted content features. Using a set of real data from NetEase online open courses, our results reveal that the MOOC reviews mostly pertain to teaching and platform rather than the course content. Furthermore, the social process and personal concerns appear more frequently in the learner discourse. Overall, the learners exhibit positive attitudes towards teaching and platform and negative attitudes towards issues related to the course content. This study contributes to the literature regarding the MOOC research methodologies and provides a deeper understanding of the learner discourse behaviour in MOOCs.  相似文献   

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