MOOC Learning Research Articles

Analysis of participation and performance of MOOC learners via latent class analysis: A retrospective study based on the data of a nursing MOOC from 2018 to 2022

BackgroundAlthough massive open online courses have been widely used in nurse education, few studies have evaluated MOOC learner behavioral characteristics. Understanding MOOC learners' participation and performance parameters is helpful for further development and administration of this educational approach. ObjectivesTo categorize nursing MOOC learners according to their different learning participation and to compare the differences in learning performance of different types of MOOC learners. DesignRetrospective. Settings and participantsParticipants evaluated in this study were learners of the Health Assessment MOOC on a Chinese MOOC platform for nine semesters from 2018 to 2022. MethodsVia latent class analysis, MOOC learners were categorized according to the number of times they participated in each topic test and the final exam. Differences in scores of each topic test and the final exam, case discussion number, and total evaluation score among different learners were compared. ResultsUsing latent class analysis, MOOC learners were categorized as committed (28.96 %), negative (16.08 %), mid-term dropout (12.78 %) and early dropout (42.18 %) learners. Committed learners performed best and no significant difference were found among other learner types on most topic tests and the final exam. Committed learners participated in case discussions most actively. According to total evaluations, committed, mid-term dropout, early dropout, and negative learners performed from best to worst. ConclusionHealth Assessment MOOC learners were categorized using five-years of data. Committed learners performed best. No significant difference in performance was found for other learners on most topic tests and the final exam. Understanding learner characteristics and educational behavior is critical for effective design and administration of future MOOC learning approaches.

Correlation effects of self-regulation on academic performance and self-efficacy in college physical education MOOC learning

At present, MOOCs have gradually become a part of daily teaching in colleges and universities, but domestic physical education curriculum research has not yet covered the content of the relationship between college students' learning self-regulation, self-efficacy, and physical education performance in the MOOC learning environment. Therefore, it is necessary to study the correlation between self-regulation and self-efficacy in the study of physical education MOOCs through a questionnaire survey and analysis of 52 college students majoring in physical education at a BSU university in Beijing. The study found that there is a significant correlation between self-regulation and academic performance, but the impact of self-efficacy on academic performance is not significant, and the relationship between self-regulation and self-efficacy needs to be further explored.

Enjoyment, boredom, and perceived effectiveness of learners in language MOOCs: the mediating effect of self-regulated learning.

Self-regulated learning in technology-supported environments has attracted much scholarly attention in recent years. With the rapid expansion of online education, students' emotions have also been studied extensively in second language acquisition. However, few empirical studies have examined the interrelationship between students' self-regulated learning and emotions in the emerging field of language MOOCs (LMOOCs). This study bridged this gap by exploring the relationship between foreign language enjoyment (FLE), boredom (FLB), self-regulated learning (SRL), and perceived effectiveness in LMOOC learning. Data were collected among 356 successful learners of a language MOOC in mainland China through a cross-sectional study. The results showed that LMOOC learners had a high level of enjoyment and a moderate level of boredom. A significantly positive relationship was noted between FLE and SRL while a negative relationship was found between FLB and SRL. SRL was confirmed to be the mediator between FLE, FLB, and PE, which partially mediated the effects of FLE on PE and fully mediated the effects of FLB on PE. Perceived effectiveness was predicted by all SRL strategies and time management significantly predicted perceived effectiveness. The results provided pedagogical implications for students to develop positive emotions and effective SRL strategies to achieve better learning outcomes in LMOOC learning.

A QUALITATIVE ANALYSIS OF THE FACTORS INFLUENCING THE ADOPTION OF MOOC IN HIGHER EDUCATION

The purpose of this research is to highlight the factors influencing the adoption of MOOCs in the Malaysian context. This qualitative study was designed using focus group discussions (FGs) with fifty postgraduate students from two Malaysian Universities. The thematic analysis revealed two major themes, opportunities, and challenges. The findings revealed 12 sub-factors influencing the adoption of MOOCs, seven subfactors for the opportunities for using MOOC, namely, improve the higher education system, support lifelong learning, the accessibility, interactivity, flexibility, individualized instructions, and the positive attitude toward using MOOC. The challenges included 5 sub-factors, namely, lack of openness feature, lack of knowledge and skills, poor technology infrastructure, low self-regulated learning skills, and lack of instructor’ support. Such findings are important for improving the implementation of MOOCs in the Malaysian higher education system for MOOC learners and related stakeholders.

Self-efficacy in a MOOC environment: A comparative study of engineering students in Taiwan and Vietnam

Most previous studies have focused on learners’ self-efficacy in face-to-face learning environments, while few have delved into that of MOOC learners. No research has touched upon the MOOC self-efficacy of engineering students in developed and developing countries. This research compared the self-efficacy levels of engineering students in Taiwan and Vietnam and examined factors predicting their MOOC self-efficacy. An online 11-point Likert scale was sent to 222 students in two sites. An independent t-test was run to compare the MOOC self-efficacy levels of the students. A regression analysis model was used to understand which demographic variables were associated with the students’ MOOC self-efficacy. Focus group discussions were conducted with 30 students. Quantitative and qualitative data helped to converge and corroborate research findings. There were no significant differences (p > 0.05) in the MOOC self-efficacy levels of the students in the two sites. Students in both universities gave the lowest ratings to the English self-efficacy subscale and the highest to the self-efficacy in the independent learning subscale. Mean scores ranged from 5.24 to 6.44. Students in Taiwan and Vietnam were moderately self-efficacious in three dimensions of the MOOC self-efficacy scale. Factors predicting self-efficacy included English proficiency levels, the number of prior MOOCs, age, and self-regulation. Implications for MOOC design and study were also given in the research.

Artificial Intelligence System in Aid of Pedagogical Engineering for Knowledge Assessment on MOOC Platforms: Open EdX and Moodle

The aim of this research is to provide a novel educational model with the goal of reducing the expenses associated with manual question production and meeting the demand for a continual supply of new questions on MOOC platforms such as Moodle or Open EDX. We considered integrating machine-learning methods with natural language processing in order to increase the number and validity of assessing questions. To accomplish this, we developed a system that generates multilingual questions automatically.
 Various kinds of evaluation were conducted with two factors in mind: evaluating MOOC learners' competency and the similarity of the generated questions to those created by humans. The first evaluation is based on subjective judgment by three MOOC creators, while the second is based on replies from MOOC participants on machine-generated and human-created questions. Both evaluations revealed that the machine-generated questions performed on par with the human-created questions in terms of evaluating skills and similarity. Moreover, the results demonstrate that most of the produced questions (up to 82 percent) enhance e-assessment when the new suggested technology is used.

Direct Test Effect of Disruptive Technology Acceptance Model (DTAM) on Massive Online Open Courses (MOOCS) Learners’ Satisfaction

Objectives: Higher education learners paid attention to MOOCs in their relevant fields to enhance their skills and knowledge. The purpose of the current study is to find the MOOCs’ disruptive technological dimensions of learners’ attitudes, learners’ usage behavior, and learners’ satisfaction. Methodology: The current study adopted a descriptive research design, it is a cross-sectional study, with 384 MOOCs learners included in a questionnaire survey during the months of June to August 2022 in the Tamil Nadu. For Data analysis, Frequency statistics, the Kruskal Wallis test, and PLS-SEM were employed. Findings: Kruskal Wallis test revealed that there is no mean significant difference between gender, education stream, MOOC preference, and MOOC course mode on attitude to use MOOC, usage behavior, and learners’ satisfaction. PLS-SEM results revealed that there exists a positive significant relationship between the dimensions of disruptive technology (perceived usefulness, perceived ease of use, reliability, portability, and economic value) on the attitude, usage behavior, and learners’ satisfaction. However, there is no significant relationship (t- statistics with 0.783) found between the perceived ease of use dimension of disruptive technology on user behavior. Managerial implications: MOOC service providers need to concentrate on DT dimensions, which affect users’ attitudes, usage behavior, and satisfaction. Novelty: The current study introduces the disruptive technological dimensions with the existing TAM model, it helps Edtech companies, higher education institutions and MOOC service providers to understand the learners’ usage behavior and the expectations of disruptive technology elements in MOOCs. The DT dimensions introduced in the present study will have adopted by future researchers to make the relationship between the emerging DTs and user satisfaction in the different segments and markets. Keywords: Disruptive technology; Higher education; MOOCs; Online learning; Behaviour

Using WeChat as an educational tool in MOOC-based flipped classroom: What can we learn from students' learning experience?

Despite its importance, interaction remains limited in MOOC-based flipped classroom (MBFC) Grounded in social learning theory, we proposed an MBFC approach supported by social media to facilitate students' interaction with peers and learning performance. A quasi-experiment was conducted to compare the MBFC approach (N = 58) based on WeChat with the conventional MBFC approach (N = 52). The results revealed that the use of WeChat in an MBFC approach led to better performance in terms of watching video lectures and completing online exercises before the class; however, it did not significantly enhance student learning performance compared to the conventional MBFC approach. In addition, the study found that students were moderately satisfied with the MBFC approach supported by WeChat. According to a WeChat interaction quantity and quality analysis, students' non-substantive postings are much higher than students' substantive postings in WeChat interaction groups, but students' contributions to the postings have no significant effect on the final marks. Findings from this study could be of valuable reference for practitioners and researchers who plan to leverage social media tools such as WeChat to support student MOOC learning.

Development of X Ray Simulator Learning Media in Junior Aviation Security Course Based on MOOCS

The Aviation Security course is a course that must be followed by cadets of the Diploma 3 Airport Management study program. One of the materials in the Aviation security course is Operation of security equipment which contains aviation security equipment, namely X Ray machines. An X Ray machine is a tool used by aviation security personnel to check passengers' belongings. To achieve learning objectives, varied and independent learning resources are needed that are not limited in time and place. This research is motivated by the difficulty of cadets in understanding the material in the package book and the electronic media used is still limited to power point slides. Then to be able to find out the feasibility, response of cadets, educators and lecturers, as well as the effectiveness of MOOCS learning media will be carried out in this study. This research method uses a research and development (R&D) approach which is then adjusted to the needs of researchers, research methods used to produce certain products, and tests the effectiveness of these products. Researchers conduct research first to collect the required amount of data then develop the system and conduct testing and evaluation of the system created. This research was conducted at the Politeknik Penerbangan Palembang from April 2022 to October 2022.

Situating MOOC Learners Within the Field of Learning Experience Design Through Immersion in Authentic Contexts

We present a design practice paper to explore the power and potential of extended reality (XR) to enable immersive and dynamic learning opportunities within a series of MOOCs focused on the Learning Experience Design (LXD) profession. This project integrates XR-enhanced learning experiences using interactive 360º videos. These media take MOOC learners through a fictionalized design process mapped to key topics of the series. Through a simulated apprenticeship, MOOC learners develop situational awareness and contextual understanding of LXD practice. We use the Developing Instructional Design Professionals for Education through Apprenticeship model to understand the ways these immersive experiences instantiated the four stages of the model.

Investigation and Analysis of the Current Situation of MOOC Learning among University Students in the Post-epidemic Period --Xi’an Jiaotong University as an Example

MOOC, whose full name is Massive Open Online Course, usually refers to the free and open online learning platform for the whole society. MOOC has received a lot of recognition from the academic community for its advantages of course diversity, platform openness and learning autonomy. Nowadays, MOOC has entered the universities and become a platform for students to learn professional knowledge. The importance of MOOC in academics cannot be ignored, and it is imperative to understand the views of college students as the main audience group and make corresponding suggestions to optimize knowledge absorption.

Students’ Performance on Blended Learning, MOOCS and Digital Learning Ecosystem

Students’ Performance on Blended Learning, MOOCS and Digital Learning Ecosystem

Strategies for Improving Data Literacy of University Teachers in The Era of Big Data

In today's era of rapid development of big data, coupled with the risk of epidemics faced, the education industry is facing great challenges. The rational use of big data combined with the Internet for online teaching has become a mainstream teaching method. Not only is the use of online education platforms such as MOOC and Ding Talk Learning Platform widely carried out, but new online education methods such as online virtual teaching and research rooms have also been spawned. This paper discusses the new teaching model in the context of big data, and explores in depth the improvement of teachers' data literacy, and finally summarizes and outlooks in the context of the current situation.

Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”

This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language Teaching Research Award) project, the study involved: a. the administration of a pre-MOOC survey relating to teachers' beliefs towards online learning in general and MOOCs in particular; b. ‘learning by doing': taking part in a FutureLearn MOOC; c. reflecting on the experience both face-to-face in workshops, in online forums and in a post-MOOC survey. The outcomes of this article highlight that the understanding of what a MOOC is might differ between the UK and China. The article concludes by presenting the perceived pros and cons of adopting a ‘distributed flip MOOC blend' as previously discussed in related work.

외국인 대학원생 튜터와 한국인 대학생 튜티의 MOOC 학습 튜터링의 효과

Objectives The aim of this study was to investigate the effects of Korean college students’ MOOC learning tutoring with international graduate students and Korean college students. This study also look into the effects of the attitude toward English speaking and communication competency. Methods For this aim, 5 international graduate students were chosen as the tutors, and 15 Korean undergraduate students were chosen as the tutees in order to participate in this study. Tutoring team consisted of one international graduate tutor and 3 Korean college student tutees. They were asked to conduct tutoring with MOOC course learning material for 10 weeks. In order to get the data, they are asked to take a pre and post English speaking test and the questionnaires of the perceptions on a English speaking and communication competency. The data collected were analyzed statistically. Results The results indicate that the Korean students’ speaking performance was improved significantly in the post test compared to the pre test. In particular, fluency is more improved than correctness and complexity. In addition, Korean college students’ attitude about English speaking and communication competency was shifted to more positively. Conclusions Korean college students’ MOOC learning tutoring with international graduate students is effective to improve Korean college students’ English speaking competency and have positive influence on the attitude toward English speaking and communication competency.

Self-regulated learner profiles in MOOCs: A cluster analysis based on the item response theory

ABSTRACT Self-regulated learning is a crucial skill that may enable massive numbers of learners to thrive in MOOCs, but MOOC learners differ in their self-regulated learning skills, as low self-regulated learners need support to regulate their learning process in MOOCs. Designing self-regulated learning scaffoldings builds upon an accurate appraisal of learners’ self-regulated learning and also a person-centered understanding of self-regulated learner profiles in MOOCs. Therefore, this study applied a two-parameter item response theory model to accurately evaluate online learners’ self-regulated learning in MOOCs and then performed a cluster analysis to identify learner profiles in terms of their traits in each phase of self-regulated learning. The findings of this study identified five clusters of self-regulated learner profiles, upon which a further statistical analysis result indicated that the learners with lower forethought skills might be less committed to completing course assignments. Implications for self-regulated learning in MOOCs are discussed at the end.

Investigating Learners’ Changing Expectations on Learning Experience in a MOOC of Professional Translation and Interpreter Training

This study investigates the dynamic pattern of learners’ evaluation of their learning experiences on the MOOC platform at different stages. Data include 364 evaluative comments from the large MOOC in Consecutive Interpreting for a period of 15 weeks. The results of MANOVA test suggest that MOOC learners left significantly more comments on four areas at the later stage compared with those at the early stage: learning resources, learning community, learning opportunity, and student voice. It suggests that MOOC learners at a later stage are looking for a learning environment which supports self-assessment, peer feedback, and coaching to fulfil their personal needs and expectations. Moreover, qualitative thematic analysis suggests that learning resources addresses three areas: the design of the tasks, helpfulness, and diversity of the resources. Learning community largely refers to peer-feedback, co-instructions of peers, and instructors. Learning opportunities refers to the tasks which improve professional knowledge, self-regulated learning strategies, and language proficiency. Last, student voice indicates three types of tensions: the need for pre-existing knowledge to study MOOCs, learners’ diversified personal goals and teaching objectives of MOOCs, preferred learning strategies between MOOC designers and learners.

Using MOOC and Gamification Hybrid Learning Models in Rural Public Schools in Thailand

Using MOOC and Gamification Hybrid Learning Models in Rural Public Schools in Thailand

Research on Emotion Recognition Method Based on Adaptive Window and Fine-Grained Features in MOOC Learning.

In MOOC learning, learners’ emotions have an important impact on the learning effect. In order to solve the problem that learners’ emotions are not obvious in the learning process, we propose a method to identify learner emotion by combining eye movement features and scene features. This method uses an adaptive window to partition samples and enhances sample features through fine-grained feature extraction. Using an adaptive window to partition samples can make the eye movement information in the sample more abundant, and fine-grained feature extraction from an adaptive window can increase discrimination between samples. After adopting the method proposed in this paper, the four-category emotion recognition accuracy of the single modality of eye movement reached 65.1% in MOOC learning scenarios. Both the adaptive window partition method and the fine-grained feature extraction method based on eye movement signals proposed in this paper can be applied to other modalities.

Motivation for MOOC learning persistence: An expectancy-value theory perspective.

Managing learning continuity is critical for successful MOOC learning. Thus, enabling learners to have learning persistence needs to be integrated into the MOOC learning design. Motivation effort is a critical component enabling students to maintain continuous MOOC learning. The expectancy–value theory explains why learners engage in learning: (1) they have a higher perceived ability for learning success, (2) place value on learning, and (3) avoid psychological costs. However, it is unclear how these factors affect MOOC learning persistence and how learners’ motivation is formed from this perspective. This experimental study explored how learners’ motivational variables affect their learning persistence, focusing on the expectancy–value theory. The results of this study indicated that academic self-efficacy and task value had significant positive effects on learning persistence. The structural relationship of antecedent, process, and outcome variables showed that teaching presence as an antecedent had a significantly positive effect on academic self-efficacy and task value. Among the three factors of the expectancy–value theory, only the task value influenced learning persistence through student engagement as a mediator. Based on the results, suggestions are provided for motivating MOOC environments that support learners’ continuous MOOC learning.