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1.
ABSTRACT

Learning outcomes is mediated by multi-channel learning environment and social engagement. Both factors may play a significant role in understanding motivation to learn in massive open online courses (MOOCs). The goal of this study was twofold: a. to compare behavior intention patterns of traditional e-learning platform and MOOCs participants; b. to examine relationships between behavior intention and perceived social support. Therefore, this study applies the concepts of technology acceptance model and social support theory to examine the underlying the determinants of learners’ continuance intention factors for MOOCs in Taiwan. In addition, this study adopts perceived convenience, computer self-efficacy, sense of community, and perceived gains as the constructs of social support perspective. Our examination reveals that sense of community, and perceived gains influence learners’ behavior intention of both general e-learning platform and MOOCs. However, perceived convenience and computer self-efficacy did not influence learners’ behavior intention for traditional e-learning platform, but still have efforts for MOOCs. In summary, our results show that the social support theory and technology acceptance model could be the suitable examination model to investigate the behavioral intentions for MOOCs. These findings have significant theoretical and managerial implications.  相似文献   

2.
ABSTRACT

Environmental awareness and ethical moral reasoning are important aspects of the engineering profession. Yet, engineering programmes have been struggling to teach these topics and measure the effectiveness of these educational interventions. In this study, we tested the effectiveness of two independent measures of environmental awareness and moral reasoning. We conducted pre-and post-test in two groups (experimental and control). Our sample was 84 students in the control group and 152 students in the experimental group. Data were collected with a survey. Results suggest the instruments were effective in measuring changes in scores, although they presented some limitations. Based on our results, we discuss implications for education practice and policy.  相似文献   

3.
ABSTRACT

Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work. By contrasting the characteristics of the participants in this initiative with the characteristics of the whole population of teachers in Spain, and a sample of Spanish participants in MOOCs not aimed at TPD, the article sheds light on the specificities of the teachers who use this way of TPD. The results have implications for the design of programmes aimed to develop MOOCs for TPD.  相似文献   

4.
ABSTRACT

Most Massive Open Online Courses (MOOC) research studies have focused on students’ demographics, surveys, and retention data, while little attention has been paid to the authentic voices of the learners: the expressions of experiences, perceptions, and emotions in the MOOC students’ own words. In this paper, we conducted and analyzed in-depth interviews with learners from two MOOCs on the same subject. Findings confirm that learners enrolled in MOOCs for career and/or personal purposes. Learners’ expressions of feeling a human connection to the instructor in videos had important implications for video editing decisions. Many of the reasons given for dropping out of active participation in MOOCs were related to the learners’ lack of time because of other commitments. We expect the results from this study to provide a new understanding of MOOC learners and their perceptions of the courses; key insights should guide video editing considerations and encourage the use of instructor communication pathways such as regular emails to students in future MOOC offerings.  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.
ABSTRACT

This paper presents an analysis of the conceptualization of massive open online courses (MOOCs) by major influencers in Chinese higher education. Using critical discourse analysis, predominantly from university resources, a map of the discursive construction of MOOCs is presented and interpreted. The centralized orientation of decision making in Chinese higher education is reflected in how MOOCs have been introduced, envisioned, and utilized in China. With the increase of Chinese MOOCs, elite universities are able to capitalize on their comparative advantages, which may be counter to the true intent of MOOCs, which is to raise teaching standards across sectors. This paper serves to illuminate how MOOCs may reinforce the status of elite universities, thereby having the opposite effect to their real intention of democratizing higher education for the masses. The strategy of using MOOCs to improve teaching quality and augment the worldwide reputation of Chinese institutions is central to China’s reinvigorated focus on higher education, which counters the widely held perception, and intention, that MOOCs are vehicles for widening access.  相似文献   

7.
ABSTRACT

Online education and in particular Massive Open Online Courses (MOOCs) are often regarded as a way to solve global educational challenges. In this article, we highlight the students’ uptake of such a ‘digital solution’. Presenting initial findings from a research project in Germany, we situate our investigation in the specific context of digital educational offers for refugees, using Kiron Open Higher Education as an example. Kiron has designed an innovative academic model, with MOOCs at its core, to ease refugees’ access into higher education. Drawing from student data of 1375 Kiron students we look at students’ actual usage of the offer and the accompanying support services as well as the difficulties refugee students face while navigating online higher education. Results show, amongst others, rather low completion rates in the online courses and point to a much more nuanced picture of how students make use of the offer – putting online education as an easy, straightforward formula to the integration of disadvantaged students into question.  相似文献   

8.
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9.
ABSTRACT

Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised.  相似文献   

10.
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education.  相似文献   

11.
Massive open online courses (MOOCs) face persistent challenges related to student performance, including high rates of attrition and low student achievement scores. Previous studies that have examined the performance of students in MOOCs have done so using qualitative analysis and the quantitative analysis of small samples. This study is the first to examine general course features of MOOCs on a large scale and to quantify the influences of these course features on student performance. Informed by the theory of web-based online instruction, this study used two-stage K-means clustering to analyze more than 200 MOOCs that had enrolled about 300,000 students, identifying three patterns of course features among the MOOCs. A MANOVA test and follow-up statistical tests revealed that these patterns of course features influenced the MOOCs’ dropout rates and student achievement scores to statistically different degrees. The implications of these findings are discussed.  相似文献   

12.
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   

13.
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14.
ABSTRACT

This study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning process). Surveys and a semi-structured open questionnaire were used for data collection, including a basic information questionnaire (to understand the participants’ backgrounds), a questionnaire on learning motivation (the Motivated Strategies for Learning Questionnaire, MSLQ), a test of learning achievements in mathematics, and a semi-structured open-ended questionnaire (to understand the learners’ feelings). Quantitative analysis results showed that flipped classrooms integrated with MOOCs and game-based learning can enhance students’ learning motivation and outcomes. Specifically, compared with students with high self-confidence in learning mathematics, students with low and medium levels of self-confidence showed significantly greater improvement in overall learning motivation. Significantly more enhancements were found for the expectation component of “soldiers” (students with relatively lower learning achievements) than for “generals” (students with higher learning achievements). Furthermore, students in the eighth grade showed significantly greater progress in academic performance than did students in the seventh grade.  相似文献   

15.
The popularization of massive open online courses (MOOCs) has been shrouded in promises of disruption and radical change in education. In Canada, official partnerships struck by higher education institutions with platform providers such as Coursera, Udacity and edX were publicized by dailies and professional magazines. This print coverage of MOOCs captures the contemporary ideological struggle over the meaning of both technology and higher education. By means of a thematic analysis of the English Canadian print coverage of MOOCs (2012–2014), this paper shows that both online educational technologies and higher education are constructed through an economic frame. However, this frame does not go unchallenged. Where newspapers construct MOOCs as an easy fix for an allegedly inefficient and outdated higher education system, professional magazines question the relationship between technology, higher education and money. These different representations point to the efforts of academic communities to develop alternative social imaginaries of education as public good within a dominant neoliberal framing of MOOCs and of the higher education system. In conclusion, the paper reflects on how the academic community can create alternative discursive spaces by shifting the discussion of MOOCs from economic concerns to civic goals.  相似文献   

16.
Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of learning theories has also experienced advances. Findings from neuroscience have promoted a new understanding of what really happens in the brain when we learn. At the same time, the fact that learning increasingly takes place in virtual communities led George Siemens (2004) to propose connectivism as a learning theory for the digital age. Similarly, Roberto Carneiro (2010) suggested a theory he called generativism which aims at describing collaborative learning with digital technologies and open educational resources. These theories might be better able to describe and explain lifelong learning than classical learning theories. In the field of digital technologies, Massive Open Online Courses (MOOCs) have recently received a great deal of attention. While Siemens suggested connectivist MOOCs (cMOOCs) as the ideal platform for connectivist learning, other forms of MOOCs were also developed. These MOOCs have spread at a breath-taking pace in the last few years, although it is far from clear to what extent they are based on principles from learning theories and really support learning. These developments will be presented and discussed with respect to their relevance for lifelong learning as an integral part of man's quest for meaning.  相似文献   

17.
The collective aims of the three biggest providers of Massive Open Online Courses (MOOCs) are to promote anywhere, anytime learning; to increase access to world-class higher education; and to connect and empower learners. Through analysis of focus group discussions between MOOC participants at the Australian National University, this study shows that MOOCs do appear to empower some users, but perhaps not in the ways – or for the people – that providers had expected. Rather than simply producing a new means for disadvantaged groups to access higher education – which can, in turn, empower them to have more opportunities in social, political and economic avenues of life – even people who are already enrolled at university can be empowered, psychologically, by MOOCs to feel confident in their abilities and to try learning new things without fear of failure. The types of people most likely to be psychologically empowered by MOOCs are those who are intrinsically motivated to learn for learning’s sake and who are anxious about the prospect of failure with regards to academic credit and course fees. Conversely, those who are more driven by extrinsic rewards may be more suited to a formally-graded learning environment, where fear of failure and financial investment in learning are regarded as motivating rather than de-motivating forces. These findings suggest that, while they may not have the same impact on all participants, MOOCs can still be a beneficial education resource with an ability to empower even already well-educated members of society.  相似文献   

18.
ABSTRACT

Modelling is a central activity in practical engineering and something that is also useful in engineering education research (EER). Additionally, qualitative research methods have found important applications in engineering research, although their use in EER has not always been widely accepted. Design science research is a qualitative research approach in which the object of study is the design process, i.e. it simultaneously generates knowledge about the method used to design an artefact and the design or the artefact itself. This paper uses techniques from design science research to analyse the method used when deriving the ‘learning of a complex concept’ (LCC) model, which we developed while designing teaching sequences for a course on electrical engineering. Our results demonstrate the value of design science research in EER and suggest that the LCC model is generally applicable in this field.  相似文献   

19.
Abstract

Early college high schools are a new and rapidly spreading model that merges the high school and college experiences and that is designed to increase the number of students who graduate from high school and enroll and succeed in postsecondary education. This article presents results from a federally funded experimental study of the impact of the early college model on Grade 9 outcomes. Results show that, as compared to control group students, a statistically significant and substantively higher proportion of treatment group students are taking core college preparatory courses and succeeding in them. Students in the treatment group also have statistically significantly higher attendance and lower suspension rates than students in the control group.  相似文献   

20.
Although Massive Open Online Courses (MOOCs) attract millions of people to enroll in their courses, the completion rate for most courses is very low. A majority of MOOCs students are not fully engaged in MOOCs, thus leading them to quit in the early stage of the courses. Therefore, it is important to investigate students’ engagement in MOOCs. Drawing on self-determination theory and the theory of relationship quality, this study proposes a model that conceptualizes the MOOCs engagement as consisting of psychological engagement and behavioral engagement and explores the antecedents of students’ engagement in MOOCs. The research model is tested using data collected from 374 students of Chinese University MOOC. The results show that fulfillment of three basic psychological needs for autonomy, competence and relatedness have significant positive effects on intrinsic motivation, increasing students’ psychological engagement in MOOCs. Relationship quality significantly predicts students’ psychological engagement, and psychological engagement promotes behavioral engagement in MOOCs. Implications for research and practice as well as limitations of this study are discussed finally.  相似文献   

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