Perceived attitudinal learning in a self-paced versus fixed-schedule MOOC |
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| Authors: | William R Watson Ji Hyun Yu Sunnie L Watson |
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| Institution: | 1. Curriculum and Instruction, Purdue University, West Lafayette, USA;2. Hub for Teaching and Learning Resources, University of Michigan-Dearborn, Dearborn, USA |
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| Abstract: | This study (N = 427) examined perceived attitudinal learning gains (i.e., cognitive, affective, and behavioral learning) related to the course topic by comparing a self-paced version of a Massive Open Online Courses (MOOC) with a fixed-scheduled version. Independent samples t-tests revealed that those in a self-paced classroom were more likely to perceive higher levels of attitudinal learning gains and satisfaction than those in a fixed-scheduled MOOC. Those enrolling in the self-paced course also identified significantly more diverse reasons for enrolling. Learners in both courses identified course videos as the most impactful instructional component. Implications for the design of self-paced MOOCs are discussed. |
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| Keywords: | MOOC self-paced learning attitudinal learning |
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