Abstract
Massive Open Online Courses (MOOCs) provides an effective learning platform with various high-quality educational materials accessible to learners from all over the world. In this paper, the types of learner characteristics in MOOCs second language learning are discussed. However, there are still problems and challenges including assessment. A quantitative research method approach has been utilized in this study. Results of the study are then used for implementing suitable adaptive self-assessment activities in MOOCs learning. Findings of this study are two folds: (1) The dimension of learner characteristics (learning styles and cognitive style) for improving student performance in MOOCs learning and (2) suitable self-assessment activities that consider learners requirement or adaptive to learner characteristics for improving MOOCs learning performance. Based on the findings, the data indicate that visual, active, thinking and intuitive learner is the proposed dimension used in this study. In this study, our aim is to propose adaptive self-assessment activities for improving MOOCs learning in the second language course. In the future study, students will be investigated about their engagement using MOOC assessment in the second language.
Highlights
Open Online Courses (MOOCs) have the potential to reach hundreds of thousands of learners enrolled for a variety of reasons [1]
This study aimed to propose adaptive self-assessment activities for improving Massive Open Online Courses (MOOCs) learning performance in the second language and the research questions (RQ) were constructed as follows: RQ 1: What are the learning styles of learners that used the second language in MOOCs learning?
Research Question 1: What are the Learning Styles of Learners that used Second Language in MOOCs Learning? The findings of the questionnaires indicated visual as the highest percentage of learning styles for students based on the Felder and Silverman Learning Style Model in Mandarin MOOC
Summary
Open Online Courses (MOOCs) have the potential to reach hundreds of thousands of learners enrolled for a variety of reasons [1]. Authors highlighted three controversies for learning in MOOCs in for higher education; (1) measurement, (2) assessment and (3) accountability. Three requirements to designing effective online course are (1) learners characteristics, (2) context and (3) activities [6]. These authors suggest a reconceptualization of (1) curriculum activities and (2) student achievement based in various indicators of performance. The previous researcher mentioned that assessment is an important part to test and control the learning process of learners [7]. The author stated that in adaptive learning, the suitable adaptive assessment methods are needed to provide the learners with a consistent learning process
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