Abstract
To fully understand and support learners in MOOCs we need a way of detecting and differentiating distinct learner profiles (reflecting motivations, goals, preferences for course elements and online behaviours) - particularly given the “crowd like” nature of these settings. This paper highlights some steps towards this goal. Using a range of data sources from one case study MOOC on business strategy we address three questions: 1) can we distinguish coherent profiles of learners’ interactions within a MOOC? 2) how do these interaction profiles relate to learner characteristics? And 3) what is the relationship between these interaction profiles and learners’ performance and experiences of learning within a MOOC?
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