Massive Open Online Courses Learners Research Articles

How to animate learners to persist in learning massive open online courses? An application of the stimulus-organism-response paradigm

Purpose The purpose of this study is to propose a research model based on the stimulus–organism–response (S–O–R) model to examine whether network externality, personalization and sociability as environmental feature antecedents to learners’ learning engagement (LE) can influence their learning persistence (LP) in massive open online courses (MOOCs). Design/methodology/approach Sample data for this study were collected from learners who had experience in taking MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 371 usable questionnaires were analyzed using structural equation modeling in this study. Findings This study proved that learners’ perceived network externality, personalization and sociability in MOOCs positively affected their cognitive LE, psychological LE and social LE elicited by MOOCs, which jointly led to their LP in MOOCs. The results support all proposed hypotheses, and the research model accounts for 76.2% of the variance in learners’ LP in MOOCs. Originality/value This study uses the S–O–R model as a theoretical base to construct learners’ LP in MOOCs as a series of the inner process, which is affected by network externality, personalization and sociability. It is worth noting that three psychological constructs including cognitive LE, psychological LE and social LE are used to represent learners’ organismic states of MOOCs usage. To date, hedonic/utilitarian concepts are more often adopted as organisms in previous studies using the S–O–R model, and psychological constructs have received lesser attention. Hence, this study’ contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners’ LP in MOOCs is well documented.

The Design of a MOOC on Health Behaviors: A Practical Blueprint for the Instructional Design of MOOCs

Massive Open Online Courses (MOOCs) are a primary mode of scaled-up online learning. They have enjoyed great popularity, which grew significantly during the Covid-19 pandemic. Despite the growing demand for MOOCs and the desire of institutions to develop high-quality courses, research indicates that the educational impact of MOOCs is limited. Low instructional design quality has been cited as a culprit for the failure of MOOCs to support learning and skill development, prompting calls for a more thorough design of MOOCs. The aims of our work are to describe the systematic development of guiding principles that informed instructional design decisions for our MOOC on health behaviors and to showcase how these principles were implemented in practice. Through triangulation of various sources of evidence on anticipated learners and the MOOC learning environment, we identified four key aspects we needed to address with our instructional design to facilitate learning. We formulated guiding principles that both addressed these aspects and served as a reference point during instructional design. Our approach to making instructional design decisions can serve as a practical blueprint for other MOOC developers.

Learner Engagement and Demographic Influences in Brazilian Massive Open Online Courses: Aprenda Mais Platform Case Study

This paper explores the dynamics of student engagement and demographic influences in Massive Open Online Courses (MOOCs). The study analyzes multiple facets of Brazilian MOOC participation, including re-enrollment patterns, course completion rates, and the impact of demographic characteristics on learning outcomes. Using survey data and statistical analyses from the public Aprenda Mais Platform, this study reveals that MOOC learners exhibit a strong tendency toward continuous learning, with a majority re-enrolling in subsequent courses within a short timeframe. The average completion rate across courses is around 42.14%, with learners maintaining consistent academic performance. Demographic factors, notably, race/color and disability, are found to influence enrollment and completion rates, underscoring the importance of inclusive educational practices. Geographical location impacts students’ decision to enroll in and complete courses, highlighting the necessity for region-specific educational strategies. The research concludes that a diverse array of factors, including content interest, personal motivation, and demographic attributes, shape student engagement in MOOCs. These insights are vital for educators and course designers in creating effective, inclusive, and engaging online learning experiences.

CR-LCRP: Course recommendation based on Learner–Course Relation Prediction with data augmentation in a heterogeneous view

Course recommendation aims to offer suitable courses for learners and alleviate dropout issue in Massive Open Online Course (MOOC) learning scenarios. The present studies focus on learning semantic representations by modeling the learner’s personal information and the courses’ teaching attributes. However, with massive courses offered and various learners involved, the data sparsity and cold start are still two dominant challenges hindering the booming of online learning, which roughly results from the scarce exploitation on various relationships between learners and courses. To alleviate the above issues, we leverage the strong ability of Heterogeneous Information Network (HIN) in modeling heterogeneous data types and complex structural characteristics, and propose a Course Recommendation method based on Learner–Course Relation Prediction (CR-LCRP) with multi-granularity data augmentation strategy. Specifically, the multi-source interactive data on courses, the learner–learner similarity and the course–course similarity are integrated in building a heterogeneous information network. With both explicit and implicit features extracted and structural information from meta-paths enhanced, the CR-LCRP method learns high-quality representations of learners and courses, and eventually performs learner–course relation prediction in MOOC learning scenarios. Finally, extensive experiments are conducted on real-world MOOCs datasets and the experimental results demonstrate that the proposed CR-LCRP method outperforms the state-of-the-art baseline models with superior performance on several widely used evaluation metrics.

Towards Quality Assurance in MOOCs: A Comprehensive Review and Micro-Level Framework

MOOCs (massive open online courses), because of their scale and accessibility, have become a major area of interest in contemporary education. However, despite their growing popularity, the question of their quality remains a central concern, partly due to the lack of consensus on the criteria establishing such quality. This study set out to fill this gap by carrying out a systematic review of the existing literature on MOOC quality and proposing a specific quality assurance framework at a micro level. The methodology employed in this research consisted of a careful analysis of MOOC success factor’s using Biggs’ classification scheme, conducted over a four-year period from 2018 to 2022. The results highlighted the compelling need to consider various indicators across presage, process, and product variables when designing and evaluating MOOCs. This implied paying particular attention to pedagogical quality, both from the learner’s and the teacher’s point of view. The quality framework thus developed is of significant importance. It offers valuable guidance to MOOC designers, learners, and researchers, providing them with an in-depth understanding of the key elements contributing to MOOC quality and facilitating their continuous improvement. In addition, this study highlighted the need to address aspects for future research, including large-scale automated evaluation of MOOCs. By focusing on pedagogical quality, MOOCs can play a vital role in providing meaningful learning experiences, maximizing learner satisfaction, and ensuring their success as innovative educational systems adapted to the changing needs of contemporary education.

Investigating the effects of nudges to promote knowledge-sharing behaviours on MOOC forums: a mixed method design

ABSTRACT Knowledge-sharing in forums is an integral part of many MOOCs (Massive Open Online Courses). However, forum usage for knowledge-sharing in MOOCs is often inadequate. This study adopts a mixed-methods approach to investigate problems behind MOOC learners’ problematic forum participation and propose real-time sharing-quality-monitoring mechanisms to mitigate the problems. We explore different designs and implementation of computerised nudges to enhance knowledge contribution, considering challenges such as vast data, user aversion to AI monitoring, and complex user interactions. Through testing graphical (Model A), numerical (Model B), and textual message (Model C) interface designs, we found that graphical and numerical designs were most effective in improving performance. However, Model C received conflicting judgments, with some users feeling controlled by the AI while others found algorithmic guidance valuable. Our findings shed light on leveraging computerised nudges for meaningful contributions and address concerns related to AI monitoring. The complex nature of user interactions, behaviours, and the abundance of data present significant challenges that require innovative approaches. This study contributes to understanding the issues in MOOC forum participation and provides insights into effective computerised nudges. We discuss directions for refining the current design, emphasising the need for more design science research in this domain.

What rationale would work? Unfolding the role of learners’ attitudes and motivation in predicting learning engagement and perceived learning outcomes in MOOCs

The aim of this study is to gain insight into the interplay between attitudes, motivation, learning engagement, and perceived learning outcomes in massive open online courses (MOOCs). An online survey was administered to 232 MOOC learners. This study provided comprehensive explanations for individual differences in learning engagement and perceived learning outcomes in MOOCs with a modified model of the expectancy-value theory of achievement motivation. The structural equation modeling revealed that attitudes served as a precursor of participation in MOOCs that significantly influenced self-efficacy, intrinsic value, and task effort cost; self-efficacy and intrinsic value were positively associated with both learning engagement and perceived learning outcomes, while attitudes toward MOOC learning was positively related to perceived learning outcomes only. Furthermore, the mediation analyses highlighted that intrinsic value was a powerful mediator, which positively influenced the effects of attitudes and self-efficacy on learning engagement and perceived learning outcomes. The moderation analyses discovered that task effort cost moderated the effects of attitudes on learning engagement and perceived learning outcomes. Curriculum designers and instructors could benefit from this study to understand what rationales drive individuals to be engaged in MOOC learning and to reach greater perceived learning outcomes in MOOCs.

The Structure and Characteristics of Effective Massive Open Online Course Learning Strategies among College Students: A Qualitative Study

To enhance the development of massive open online course (MOOC) teaching and learning, prevalent methods and characteristics employed by college students in MOOC learning strategies must be investigated. This study employed the grounded theory approach to systematically encode and construct a learning strategy model for the use of MOOCs among college students in China. This study used data obtained from 57 college students and applied qualitative research coding procedures and NVivo software (version 12.0). The results revealed that the core learning strategies used by college students in MOOC learning could be categorized into cognitive, resource management, and metacognitive types. Five specific learning strategies were most frequently used: elaboration, interactive and cooperation, help-seeking, effort management, and information selection strategies. However, association and questioning strategies are infrequently employed by college students in their learning. Therefore, educators must actively guide students to expand their innovative thinking abilities by implementing these strategies.

Designing effective discussion forum in MOOCs: insights from learner perspectives

IntroductionThe study focuses on addressing the gap between the perspectives of learners and the designers of Massive Open Online Courses (MOOCs), with a particular emphasis on asynchronous discussion forums within these courses. The primary objective of this study is to bridge the gap in understanding between MOOC designers and learners regarding the organization and usability of discussion forums.MethodsIt aims to achieve this objective through a navigation experiment that investigates three main factors: (1) Classification of Discussion Forum Posts: This involves how discussion forum posts are categorized or organized. (2) Design of Different Discussion Forum Patterns: The study explores the effectiveness of various discussion forum design patterns. (3) Evaluation of Learners’ Perspective: It assesses the learners’ experiences and viewpoints regarding the discussion forums. The study identifies a gap in prior research, where the learner’s perspective has often been neglected when examining discussion forum organization and usability in MOOCs.ResultsThe results of the study indicate that the redesigned discussion forum was successful in reducing the time required by learners to navigate and explore the discussion forum. This suggests that improvements in interactive user interfaces, design elements, usability, and time efficiency can enhance the design of asynchronous discussion forums in MOOCs. The study offers recommendations and insights that MOOC designers can implement to create more effective and engaging discussion forums. These recommendations are based on the identified features and design elements that are crucial for learner satisfaction and interaction efficiency. Implementing the study’s findings by considering learner perspectives, MOOC designers can enhance the overall quality of the learning process. This includes making the learning environment more engaging for both learners and instructors.DiscussionThe study contributes to the field of online education by emphasizing the importance of learner perspectives and offering practical guidance on optimizing the design, usability, and time efficiency of discussion forums in MOOCs. In summary, this study seeks to improve the design of asynchronous discussion forums in MOOCs by focusing on the learners’ perspective, usability, and efficiency. It not only identifies key factors but also provides recommendations for MOOC designers to enhance the learning experience and engagement within these online courses.

Motivation for learning in campus-integrated MOOCs: Self-determined students, grade hunters and teacher trusters

Massive Open Online Course (MOOC) integration into campus education is rising, in many different forms. When integrating MOOCs, motivation to learn demands consideration as it is related to academic achievement and well-being. Student motivation in formal integrated MOOC learning is understudied. This study aimed to characterize the shape of motivation to learn in integrated MOOC learning. Motivation profiles of undergraduate students that learn in three different MOOC integration designs were explored, as was the distribution of profiles among integration designs. Finally, factors that underpin motivation were compared between integration designs. Six motivation profiles were recovered through a two-step cluster analysis: Self-determined students, highly self-determined students, grade hunters, and teacher trusters who are moderately, highly, or extremely trusting. Proportions of motivation profiles differed significantly between MOOC integration designs, and psychological needs were satisfied and frustrated significantly different between designs. Implications for future MOOC integration research and practice are discussed.

Learning Outcome of Course Plantform, Teacher Ability and Students Satisfaction in Utilizing Massive Open Online Course (MOOCs)

The study assessed the effectiveness of course platforms, teachers’ ability, and students’ satisfaction in utilizing Massive Open Online Courses (MOOC) for learning, and the research locale is in Hunan Province of China where learners and teachers from over 40 colleges take courses using MOOC learning platform. The study was conducted in the 2023 academic year. The research design is the quantitative approach utilizing the descriptive comparative-correlational research design. The sample size was 350 students who participate in MOOC courses in Hunan Province. And for the interview questions-10 teachers participated in the interview. SPSS22.0 version was used to process and analyze the results of the questionnaire survey. Results showed that there were more male student-respondents who participated in this study. Majority of the respondents are below 20 years old, and most of them have used the platform for at least 3 years. The highest ranked dimension in effectiveness is the effectiveness of the course designs which suggests that the course designs in the MOOC platforms are extremely effective. Meanwhile, the least of the dimensions is the course materials which also suggests that the course materials are extremely effective. Students who are 20 years and below have significantly higher assessment scores for course materials, structure and presentation, and overall effectiveness of course platforms compared to those who are 22 years old. Furthermore, there are no significant differences in the assessment of the students on course design among levels of age and years of use. However, the assessment of female students on course design is significantly higher compared to male students. On the other hand, in teachers’ ability, the highest ranked dimension is the teachers’ ability in interactive learning which suggests that the teachers are extremely competent. The least of the dimensions is the teachers’ ability in their teaching styles which also suggests that the teaching styles of the teachers proved that they are extremely competent. There are no significant differences in the assessment of the students about their teacher’s ability in MOOCs and in terms of interactive learning and knowledge of course content among levels of sex, ge, and years of use. As for students’ satisfaction, he highest ranked dimension is the students’ satisfaction with the learning outcomes which suggests that the students are extremely satisfied. The least of the dimensions is the students’ satisfaction with the attitude towards the use of online courses which suggests that the students are extremely satisfied. There are no significant differences in the level of satisfaction of the students in utilizing MOOCs based on learning outcomes, course engagement, and attitude toward the use of online courses among levels of sex, age, and years of use. Moreover, there are no significant relationships between the effectiveness of MOOC course platforms and the students’ assessment on their teacher’s ability and satisfaction. However, there are significant positive relationships between the student’s assessment of their teachers’ teaching styles and teaching ability and their attitude towards the use of online courses. Some of the challenges experienced by teachers while teaching in MOOC platforms include heavy workload, substantial time commitment, insufficient support and lack of compensation, difficulty in providing individualized feedback, and high rate of course dropouts among others.

Pilot study of massive open online course (MOOC) implementation in electrocardiography (ECG) learning: perspectives from general practitioners

Link of Video Abstract: https://youtu.be/N3kTT9WiLNw Background: Cardiovascular disease (CVD) is Indonesia's primary cause of morbidity and mortality. Rapid detection and appropriate treatment of CVD cases are needed to reduce mortality. Electrocardiography (ECG) is a simple examination modality that can detect many cardiac abnormalities. General practitioners are expected to master the interpretation of basic ECG. Massive open online course (MOOC) is a breakthrough that can facilitate profound learning without temporal and physical barriers and support continuing medical education. This pilot study aimed to evaluate the implementation of MOOC in ECG learning among a limited number of general practitioners. Methods: Consecutive sampling was used to recruit the subjects. Subjects were given ten weeks to finish all modules and quizzes. Pre-test and post-test were taken. User satisfaction was evaluated using a questionnaire. A focused group discussion (FGD) was conducted to explore subjects' learning experiences and perspectives toward the learning system using MOOC. Results: 17 general practitioners participated in the study, but only seven could finish all the modules and quizzes. All subjects were aged under 30 years old. Those who could complete the course took 10-39 days. Post-test scores were significantly higher than pre-test scores (p=0.038). Although subjects agreed that MOOC was convenient, attractive, and suitable for general practitioners in clinical practice, they demanded an explanation of the quiz answers. They suggested that some modules should be optional. Conclusion: MOOC learning was suitable for general practitioners to improve their ECG interpretation skills. Some features should be added to increase user satisfaction. A study with extensive subjects is needed to analyze the effectiveness of this ECG course.

Unlocking teachers’ potential: MOOCLS, a visualization tool for enhancing MOOC teaching

Massive Open Online Courses (MOOCs) are revolutionizing online education and have become a popular teaching platform. However, traditional MOOCs often overlook learners' individual needs and preferences when designing learning materials and activities, resulting in suboptimal learning experiences. To address this issue, this paper proposes an approach to identify learners' preferences for different learning styles by analyzing their traces in MOOC environments. The Felder–Silverman Learning Style Model is adopted as it is one of the most widely used models in technology-enhanced learning. This research focuses on developing a reliable predictive model that can accurately identify learning styles. Based on insights gained from our model implementation, we propose MOOCLS (MOOC Learning Styles), an intuitive visualization tool. MOOCLS can help teachers and instructional designers to gain significant insight into the diversity of learning styles within their MOOCs. This will allow them to design activities and content that better support the learning styles of their learners, which can lead to higher learning engagement, improved performance, and reduction in time to learn.

Exploring the impact of chat-based collaborative activities and SRL-focused interventions on students’ self-regulation profiles, participation in collaborative activities, retention, and learning in MOOCs

AbstractDespite their potential to deliver a high-quality learning experience, massive open online courses (MOOCs) pose several issues, such as high dropout rates, difficulties in collaboration between students, low teaching involvement, and limited teacher–student interaction. Most of these issues can be attributed to the large number, diversity, and variation in self-regulated learning (SRL) skills of participants in MOOCs. Many instructional designers try to overcome these issues by incorporating collaborative activities. Others try to scaffold students’ SRL levels by making SRL-focused interventions. However, limited research combines the study of SRL-focused interventions with students’ engagement in collaborative activities, course retention, and learning outcomes of MOOC environments. We deployed a programming-oriented MOOC in which we incorporated chat-based collaborative activities, supported by a learning analytics dashboard. Students were asked to complete SRL-focused questionnaires at the beginning and the end of the course. Based on their score, we calculated an average score that forms their SRL level, creating three groups: (a) control, (b) general intervention, and (c) personalized intervention in which we provided personalized interventions. We compared the students’ learning outcomes, participation in collaborative activities, and retention in the MOOC. These comparisons provided evidence regarding the positive impact of different intervention modes on students’ engagement in collaborative activities and their learning outcomes, with respect to their various SRL profiles. Students allocated to the general and personalized intervention groups displayed increased participation in the collaborative activities and learning outcomes, as compared to students assigned to the control group. We also documented that the SRL interventions positively affected students’ course retention.

What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization

PurposeThe purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs.Design/methodology/approachSample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling.FindingsThis study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes.Originality/valueThis study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.

MOOC performance prediction and analysis via Bayesian network and Maslow’s hierarchical needs theory

ABSTRACT Nowadays, Massive Open Online Courses (MOOC) has been gradually accepted by the public as a new type of education and teaching method. However, due to the lack of timely intervention and guidance from educators, learners’ performance is not as effective as it could be. To address this problem, predicting MOOC learners’ performance and providing them with timely interventions have become an indispensable part for the MOOC learning. However, current MOOC performance prediction methods cannot provide us with interpretable prediction results and cannot further help us to provide learners with targeted intervention strategies. To this end, we adopt the framework of Bayesian Network (BN) and then constructed an MOOC Performance Prediction BN (MPBN), which provides us with a graphical explanation of how learners’ demographical and learning behavior characteristics affect their performance. Besides, since the productive MOOC learners tend to be driven by their inner goals, we further use Maslow’s hierarchical needs theory to construct several indicators, by which to analyze the prediction of MPBN and then propose the appropriate intervention strategies.

Students’ Perception Towards Learning Massive Open Online Courses on Coursera Platform: Benefits and Barriers

The advent of Massive Open Online Courses (MOOCs) has opened up new possibilities for students to access high-quality educational content worldwide faster and easier. Among these online learning platforms, Coursera is the most popular MOOC provider, with over a thousand courses in various fields of study. This study investigated the perception of students towards learning MOOCs on the Coursera platform, examining the benefits and barriers that influence their engagement in this mode of learning. The data were collected from a private university in Vietnam via online surveys with 200 MOOCS participants using a 7-point Likert scale questionnaire and semi-structured interviews with 30 participants. The findings indicated positive opinions of university students on the Coursera platform, including access to diverse topics, high-quality learning materials, a high level of academic support, flexible learning, and the ability to learn at their own pace. The findings revealed a number of benefits of learning Coursera MOOCs, such as earning high-quality certifications, improving knowledge and skills, enhancing personal development, and having chances for higher education and career advancement. In addition, the study identified some barriers to their learning, for example, a lack of interaction with instructors, an overload of information, a lack of motivation and concentration, and difficulties with study language and time management.

E-WOM and Satisfaction Level’s Effects on Massive Open Online Course Repurchase Intention by Generation-Z

Background: The Massive Open Online Course (MOOC) is an innovation that is experiencing rapid growth in the world in the field of technology-based education, including in Indonesia. Aim: This study aims to analyze the factors that influence repurchasing interest in one of the Massive Open Online Courses (Skill Academy by Ruangguru) in Indonesia. Method: The factors analyzed include convenience, usefulness, content class quality, service quality, and satisfaction levels as moderation, as well as Electronic - Word of Mouth (E-WOM). This study used quantitative methods and purposive sampling with 200 samples collected. Data processing using PLS-SEM. Findings: The quality of class content in the MOOC learning system does not increase user satisfaction, but a high level of user’s satisfaction and the positive influence of E-WOM can increase the repurchase interest of Generation Z users in Jakarta.

A meta-analysis of the moderating role of prior learning experience and mandatory participation on factors influencing MOOC learners’ continuance intention

Retaining learners has been an important issue for massive open online course (MOOC) platforms. Given the different, and even contradictory, conclusions in studies on the continuance intention of MOOC learners, this study selected 53 highly correlated empirical studies published from 2008 to 2022 and constructed a research model based on visual knowledge map analysis. Meta-analysis was applied to identify the key factors, and subgroup analysis was conducted to explore the moderating effect of mandatory participation and prior learning experience. The results show that attitude and satisfaction play the most significant role. Perceived usefulness, perceived ease of use, confirmation, social influence, perceived enjoyment, outcome expectation, self-efficacy and task-technology fit all play essential functions, while the direct impact of social presence requires further research. Prior learning experience and mandatory participation have moderating effects on perceived usefulness. MOOC developers should make more efforts and improvements in content quality, social quality and service quality. Implications for practice or policy: Learners’ continuance intention can be enhanced by improving individual perceived positive feelings related to MOOCs and individual satisfaction with MOOC platforms. Directors of mandatory courses in MOOCs should place greater emphasis on improving learners’ perceived ease of use of MOOC platforms. Superintendents of MOOC platforms need to be aware of the role of perceived usefulness of learners with less prior learning experience in their continuance intention.

A RE-AIM framework analysis of a sports club health promotion MOOC: the PROSCeSS MOOC.

Acquisition of health promotion (HP) skills and knowledge is essential for interventions development in this field. In sports clubs (SC), little HP training exists even though it was requested by SC actors. In response, the PROSCeSS (PROmotion de la Santé au sein du Clubs SportifS) MOOC (Massive Open Online Course) was developed to support actors of HP in the SC in the development of HP interventions. The present study evaluates the MOOC's effectiveness and learning process. The RE-AIM framework, measuring reach, effectiveness, adoption, implementation and maintenance was used to structure this study. Surveys were sent before and after the MOOC to the 2814 learners. Among the 502 (18%) respondents to the pre-survey, 80% reported belonging to a SC as a coach (35%) or manager (25%). The 14% of pre-survey respondents who completed the post-survey increased their HP knowledge score by 42% and their confidence to implement HP actions by 6%. Results present the strategies considered most important and feasible by the learners and the main barriers to the implementation of HP actions in the SC. This study shows that MOOC appears to be an appealing (93% of learners were satisfied) and effective solution (as long as it is followed) to develop HP knowledge and skills of SC actors in HP, meeting their needs and constraints. Although improvements should be made (especially in terms of promoting adoption), this type of educational format should be encouraged to support the HP potential of SC.