Formation mechanism of popular courses on MOOC platforms: A configurational approach

Abstract

Popular courses are representative of high-quality courses on MOOC (Massive Open Online Course) platforms. However, current research on the formation mechanism of popular courses is rare. Thus, a fuzzy-set qualitative comparative analysis (fsQCA) is adopted to explore configurations of MOOC quality elements for popular courses on MOOC platforms. This study selects courses on the Coursera platform as the research object. Unique datasets of 272 observations and 261 observations before and after the outbreak of pandemic, respectively, are used to investigate for a better understanding of the role of quality elements in forming popular courses. Three key findings are revealed. First, the configurations for MOOC popular courses differ from those of nonpopular courses, suggesting an asymmetric view of causality that underpins MOOC quality. Second, parsimonious configurations emergent from complex interactions among eight MOOC quality elements which are selected from three aspects of MOOC course arrangement, MOOC teaching faculty arrangement, and MOOC learner reviews, suggesting causality of equifinality that produces a popular course both before and after the outbreak of pandemic. Notably, the role of the professional title of MOOCs teachers becomes more important for forming popular courses after COVID-19. Third, although the number of MOOC teachers appears as a peripheral element along with the number of long reviews as a core element in all configurations for popular courses, they need the presence of other quality elements to form popular courses, suggesting a conjunction between quality elements. All findings provide implications not only for MOOC providers to regard popular courses as a result of configurations of MOOCs quality elements, but also for further research on fsQCA in course quality on MOOC platforms.