How to improve learning experience in MOOCs an analysis of online reviews of business courses on Coursera

Abstract

This study enriched the research horizon of the social sciences and contents of MOOCs by providing stakeholders with authentic data-driven recommendations to better conceptualize, design, develop and deliver MOOCs in today's higher education context. Key factors driving positive/negative learning experiences in business MOOCs were identified and explored. A topic modelling algorithm—Latent Dirichlet allocation (LDA)—was used to examine 144,946 online reviews of 729 business courses on Coursera between August 7, 2015 and August 16, 2021. Two major themes and 11 topics emerged as MOOC delivery (professor, information, comprehension, assessment and materials) and subject matter (finance, marketing, people management, computer skills, technology and project management). A textual salience-valence analysis was employed to analyze the factors driving positive/negative learning experiences regarding MOOC delivery. Findings suggested that 1) business MOOCs should value the importance of instructors' professional and celebrity image to appeal to learners, 2) course design and structure should be easy and simple to manage by learners, 3) course contents, information and assessment should be challenging rather than hard, and 4) the application and validation of peer reviews in both learning process and assessment should be more responsive to eliminate potential issues that could negatively impact learning experiences.