Abstract
In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. However, experiences and research have shown MOOCs to suffer from several challenges. Chief among these have been low participation and completion rates, which are often attributed to limitations in how opportunities for personalisation and social interaction are implemented. For the current study, a dedicated LMOOC was designed and implemented, called the “Social and Personal Online Language Course (SPOLC).” This language learning environment incorporates a recommendation system and emphasizes personalisation and social interaction. The study identified the types of learning behaviour that were related to course completion and observed how 270 learners in the LMOOC used the various course features. The data were collected using learning analytical methods and analysed using binary logistic regression and feature extraction prediction model. The results demonstrated that working in groups and creating a learning plan were important factors associated with course completion, while interacting with other learners online was not. We conclude with several suggestions and implications for future LMOOC design, implementation, and research.
Highlights
In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities
Since the PLE notion has often been adopted under the connectivist MOOC model and the recommendation system has often been associated with a more structured xMOOC model, we argue that personalisation in LMOOCs could benefit from addressing both forms of personalisation
What is the correlation between learning behaviours in an LMOOC and course completion?
Summary
There has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. Experiences and research have shown MOOCs to suffer from several challenges Chief among these have been low participation and completion rates, which are often attributed to limitations in how opportunities for personalisation and social interaction are implemented. A dedicated LMOOC was designed and implemented, called the “Social and Personal Online Language Course (SPOLC).” This language learning environment incorporates a recommendation system and emphasizes personalisation and social interaction. The current study investigates the Social and Personal Online Language Course, or SPOLC, a MOOC-type language learning environment that deals primarily with essential English language skills for delivering presentations. This LMOOC incorporates a recommendation system and personalizable and social aspects into its design. Implications for LMOOC implementation and practical applications will be raised considering the findings
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