Massive Open Online Courses Research Articles

Analysis of Factors Influencing Online Learning Using the Decision Tree Method

Objective: With the continuous development of online learning, the analysis of students' online learning has become increasingly important. Understanding which factors can influence students' engagement in online learning plays a crucial role in improving their learning performance. Methods: By utilizing web crawling techniques, students' online learning behavior data was collected from the Chinese University’s massive open online courses (MOOC) platform. To address the imbalance in the dataset, a synthetic minority oversampling technique (SMOTE) was used. Course progress was used to reflect students' online learning status, which was categorized into interruptions and completions. Furthermore, to tackle the issue of low computational efficiency in the C4.5 decision tree algorithm, its calculation formula was improved to develop an improved version of C4.5. Findings: Of the several factors analyzed, the number of course chapters had the greatest impact on students' online learning, followed by the number of course evaluations and overall course scores. The classification of students’ online learning situations based on an improved C4.5 algorithm revealed that the improved method achieved the highest accuracy rate of 0.942 and the shortest classification time of 0.165 s compared to methods such as the naive Bayesian and random forest algorithms. Novelty: This study designed an improved version of C4.5 to analyze the influencing factors in online learning, and its reliability was demonstrated through experiments, providing a new effective method for data analysis in online learning. Doi: 10.28991/HIJ-2024-05-02-018 Full Text: PDF

Strategies for Music Teaching Using Massive Open Online Courses (MOOCs) in China Universities During the 'Internet+' Era

Strategies for Music Teaching Using Massive Open Online Courses (MOOCs) in China Universities During the 'Internet+' Era

The Involvement of Academic and Emotional Support for Sustainable Use of MOOCs.

MOOCs, the Massive Open Online Courses, are online educational courses that offer open access to a large number of participants globally. However, online engagement during MOOC learning remains a problem, as reflected in relatively high dropout rates. This paper involves academic and emotional support, aiming to explore whether they contribute to users' sustainable use of the MOOC platform. A total of 410 college students learning English as a foreign language (EFL) and with MOOC learning experience participated in this study. Employing the structural equation modeling (SEM) techniques, we examined the relationships among five factors in the EFL MOOC learning context: academic support (AS), emotional support (ES), perceived usefulness (PU), perceived ease of use (PEoU), and platform reputation (PR). The results indicate that academic support influences learners' perceptions of the usefulness and ease of use of the MOOC platform, as well as enhancing learners' feelings of being emotionally supported. Simultaneously, platform reputation plays a crucial role in influencing learners' perceptions of MOOC platforms. However, results suggest that emotional support does not have a statistically significant impact on the perceived usefulness and perceived ease of use of the platform in EFL MOOC learning contexts.

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

AbstractThis study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

Research Work for Students: Its Peculiarities at Ukrainian Higher Education Institutions in the Conditions of Martial Law

The paper presents analysis of two ways for organizing the research work for students at the Department of Foreign Languages in Lviv National Environmental University: a) the use of modern technologies, robotization of production processes abroad and in Ukraine; b) educational material researched by students from massive open online courses platforms, other electronic resources for students as additional educational materials to the main ones proposed by teachers for the taught disciplines. There are also considered some electronic educational materials implemented for students and discussed by professors of different Ukrainian higher educational institutions at teachers’ conferences as well as the ways of spreading the results of students research work and exchanging their experience in usage of the reviewed materials are proposed. Under martial law, the research work for students of higher education institutions of Ukraine should be brought to a new level, especially in the military sphere and for helping our people to quickly restore all spheres of the national economy destroyed during the Russian-Ukrainian war. The results of the students research can be used by the teaching staff for planning and improving the educational process at our and other universities.

Providing insights into health data science education through artificial intelligence

BackgroundHealth Data Science (HDS) is a novel interdisciplinary field that integrates biological, clinical, and computational sciences with the aim of analysing clinical and biological data through the utilisation of computational methods. Training healthcare specialists who are knowledgeable in both health and data sciences is highly required, important, and challenging. Therefore, it is essential to analyse students’ learning experiences through artificial intelligence techniques in order to provide both teachers and learners with insights about effective learning strategies and to improve existing HDS course designs.MethodsWe applied artificial intelligence methods to uncover learning tactics and strategies employed by students in an HDS massive open online course with over 3,000 students enrolled. We also used statistical tests to explore students’ engagement with different resources (such as reading materials and lecture videos) and their level of engagement with various HDS topics.ResultsWe found that students in HDS employed four learning tactics, such as actively connecting new information to their prior knowledge, taking assessments and practising programming to evaluate their understanding, collaborating with their classmates, and repeating information to memorise. Based on the employed tactics, we also found three types of learning strategies, including low engagement (Surface learners), moderate engagement (Strategic learners), and high engagement (Deep learners), which are in line with well-known educational theories. The results indicate that successful students allocate more time to practical topics, such as projects and discussions, make connections among concepts, and employ peer learning.ConclusionsWe applied artificial intelligence techniques to provide new insights into HDS education. Based on the findings, we provide pedagogical suggestions not only for course designers but also for teachers and learners that have the potential to improve the learning experience of HDS students.

Massive open online course on breastfeeding during the COVID-19 pandemic in Mexico.

COVID-19 virus was reported to be transmitted through breastfeeding (BF), creating the need for rapidly available, standardized information and training for health personnel and the community about BF as an urgent action to reduce misinformation and unethical promotion of breast milk substitutes (BMS). In Mexico, a massive open online course (MOOC) was designed and implemented to protect, promote and support BF in emergency contexts. MOOC registration consisted of collection of quantitative data regarding participant characteristics, MOOC coverage, scores achieved and completion rates. A multiple linear regression analysis was performed to relate the absolute and relative skills earned in the MOOC to participant characteristics. In addition, factors associated with completion rate and dissemination of information from the MOOC were analyzed using multiple logistic regression and presented as odds ratios. During a period of 19 months, 52,426 participants across the country, including health personnel and general population, entered the Cursos en Linea del Instituto Mexicano del Seguro Social (CLIMSS) platform, of which 50.5% completed the MOOC. The level of participation was maintained from January 2021 to early 2022 when the perception of the risk of getting sick from COVID-19 and quarantining decreased. In adjusted analysis, completion rate was associated with being older or belonging to a health institution; furthermore, residing in the north of the country doubled the odds of completing the MOOC (odds ratio 2.24; 95% confidence interval 1.95-2.56). A MOOC can be a useful training strategy to disseminate information, especially in emergencies where physical distancing is important and reaching the largest possible population is required.

Evaluation of the UPOU MOOC "Principles of Graphic Design" using Product Variable of Biggs' 3P Model

As Massive Open Online Courses (MOOCs) are being recognized as a link between higher education and the increasing demand for employability, it is imperative to employ continuous evaluation for quality assurance. This research aimed to evaluate the University of the Philippines Open University (UPOU) MOOC “Principles of Graphic Design” in accordance with the MOOC Quality Guidelines developed by the Commonwealth of Learning. With Biggs’ 3P Model incorporated in the MOOC Quality Guidelines, this evaluation research focused on the product variables of the model: completion/retention and certification rates, and enjoyment and self-satisfaction. The completion and certification rates were computed using LMS analytics, while the enjoyment and self-satisfaction rates were evaluated using a survey instrument based on the learner ratings for the product variable in the Guidelines for Quality Assurance and Accreditation of MOOCs using a five-point Likert scale on outcomes perception, continuing education, employment opportunities, and socializing. With a total of 22,942 enrolled students, 7,620 managed to complete the course and receive certificates. Of these, a total of 7,239 agreed to be survey respondents. Results of the study showed high satisfaction rates, with 77.95% of the respondents giving "very satisfied" rates to the said MOOC. The mean scores for three out of the four learner ratings were above four (4.32 to 4.88), with the socializing component given a neutral rating (3.14 to 3.59). Overall, results showed high completion and certification rates, as well as enjoyment and self-satisfaction ratings for the MOOC.

Massive Open Online Courses (MOOCs) as a Facilitator of Organizational Culture for the Implementation of Key Indicators (KPIs)

The study is based on literature reviews focusing on Key Performance Indicators (KPIs), organizational culture, and corporate Massive Open Online Courses (MOOCs). Its objective is to identify synergies and intersections related to these themes and provide guidelines for constructing a learning model centered on MOOCs. The findings suggest that MOOCs can contribute to fostering a performance-oriented organizational culture by enhancing technical and adjacent skills, thus aiding in adopting KPIs within organizations. The study proposes a set of guidelines comprising 10 distinct elements for implementing a learning model based on MOOCs.

Self-determination and intention to adopt massive open online courses (MOOC) for professional development

Motivations have shown great influences in people’s acceptance of technologies, this can be concluded from previous research in the field of technology acceptance. This study investigates the relationship between the Self-Determination Theory of Motivation and the Technology Acceptance Model (TAM) and confirms a significant relationship across most of the variables in the theories. The study offered an expanded Technology acceptance model (TAM) in the context of a massive open online course (MOOC), based on self-determination theory (SDT). By investigating the effect of autonomy, competence and relatedness on perceived usefulness, perceived ease of use and attitudes. The findings show a statistically significant positive relationship between perceived ease of use, perceived usefulness and attitudes. Results indicate that autonomy and relatedness have a statistically significant positive influence on attuited but the influence of competence was not statistically significant. Moreover, results show a statistically significant influence of autonomy and relatedness influence on perceived ease of use but the influence of competence was not statistically significant. Also, results show a statistically significant relationship between autonomy, and competence but not statistically significant for relatedness.

The role of MOOC forum discussion tasks in learners' cognitive engagement

AbstractBackgroundForums in massive open online courses (MOOCs) enable written exchanges on course content; hence, they can potentially facilitate learners' cognitive engagement. Given the myriad of MOOC forum messages, this engagement is commonly analysed automatically through the linguistic features of the messages. Assessing linguistic features of learners' forum messages involves consideration of the learning tasks. MOOC forum discussion tasks, however, have not been previously considered.Objective and MethodThis study explores the effects of MOOC forum discussion tasks on learners' cognitive engagement. Based on the structure of observed learning outcomes (SOLO) taxonomy, we manually annotate distinct levels of cognitive engagement encouraged in forum discussion tasks and displayed by learners in messages starting discussions (i.e., thread starters). We study the linguistic features of thread starters in relation to the pedagogical design of the discussion tasks. Additionally, we use random‐forest modelling to identify the linguistic and task‐related features that help to categorise learners' cognitive engagement according to SOLO levels.ResultsManual analysis showed that learners' thread starters mainly reflect surface SOLO levels and include few academic words and cohesive language. Random‐forest modelling showed that these linguistic features, together with the SOLO levels encouraged in the discussion tasks, played an important role in identification of learners' cognitive engagement.Major TakeawaysOur results highlight the importance of the pedagogical design of MOOC forum tasks in helping learners engage cognitively. Our study also contributes to the empirical evidence that learners' linguistic choices can afford insights into the quality of their cognitive engagement.

Personalized Feedback in Massive Open Online Courses: Harnessing the Power of LangChain and OpenAI API

Studies show that feedback greatly improves student learning outcomes, but achieving this level of personalization at scale is a complex task, especially in the diverse and open environment of Massive Open Online Courses (MOOCs). This research provides a novel method for using cutting-edge artificial intelligence technology to enhance the feedback mechanism in MOOCs. The main goal of this research is to leverage AI’s capabilities to automate and refine the MOOC feedback process, with special emphasis on courses that allow students to learn at their own pace. The combination of LangChain—a cutting-edge framework specifically designed for applications that use language models—with the OpenAI API forms the basis of this work. This integration creates dynamic, scalable, and intelligent environments that can provide students with individualized, insightful feedback. A well-organized assessment rubric directs the feedback system, ensuring that the responses are both tailored to each learner’s unique path and aligned with academic standards and objectives. This initiative uses Generative AI to enhance MOOCs, making them more engaging, responsive, and successful for a diverse, international student body. Beyond mere automation, this technology has the potential to transform fundamentally how learning is supported in digital environments and how feedback is delivered. The initial results demonstrate increased learner satisfaction and progress, thereby validating the effectiveness of personalized feedback powered by AI.

Antecedents of College Students’ Continuance Behaviors in Online Fragmented Learning: An Empirical Analysis from the Extended ECM Perspective

With the popularity of mobile networks and intelligent terminals, online fragmented learning, as a new learning method, has become the mainstream way for college students to acquire knowledge and study independently. However, college students are prone to “accept-interruption” in online fragmented learning; thus, it is difficult for them to master a complete knowledge system and form a rigorous logic system, which is essential to ensure the effect of online fragmented learning. Therefore, this study investigates the antecedents of college students’ continuance behaviors in online fragmented learning (CBOFL). Based on the expectation confirmation model (ECM), a theoretical model is developed to examine the factors influencing college students’ CBOFL. Taking a total of 429 undergraduate students who have studied contest courses on the Chinese university massive open online courses (MOOCs) for research subjects, the mechanism underlying the determinants of college students’ CBOFL is analyzed, and six hypotheses are tested by a structural equation modeling (SEM) technique with AMOS. The results indicate that confirmation positively impacts intrinsic learning motivation and satisfaction; intrinsic learning motivation, satisfaction, and teachers’ influence all significantly positively affect college students’ CBOFL. Additionally, the predicting powers of different factors on college students’ CBOFL vary broadly; therein, satisfaction has the most significant effect. This study makes theoretical contributions to the quantitative research on college students’ CBOFL and literature on the ECM. Still, it also has important practical significance in guiding college students’ CBOFL and facilitating the sustainability of online fragmented learning.

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

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.

Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria

This research examines the utilisation of Massive Open Online Courses (MOOCs) by university undergraduates in Ibadan, Nigeria, for digital skill development. A survey of 378 undergraduates from the University of Ibadan, Lead City University, and Dominican University is conducted. Principal Component Analysis (PCA) simplifies UTAUT variables, while regression analysis explores factors influencing MOOC usage. Results show a substantial 77.8% adoption rate of MOOCs, indicating a growing interest in online learning. Performance expectancy, effort expectancy, social influence, facilitating conditions, and internet accessibility significantly influence MOOC usage, though higher values for performance expectancy and facilitating conditions unexpectedly correspond to reduced utilisation. Demographic factors like age and gender do not significantly impact adoption. Limitations include the focus on Ibadan university students, potentially limiting generalizability, and the study’s cross-sectional nature, which may not capture long-term trends. Nonetheless, the research sheds light on digital education in Nigeria, emphasising MOOC utilisation among students. Rigorous statistical analyses and incorporating the UTAUT framework provide a robust foundation for interpretation. The results highlight prevalent MOOC usage and offer insights into adoption factors. Implications extend to educational institutions, instructors, digital literacy initiatives, and policy-making, stressing the importance of enhancing MOOC adoption for digital skill development among Nigerian university students.

CMALT cMOOC

This paper outlines the design stage of a project that reimagines lecturer professional development around a network of communities of practice scaffolded by a cMOOC (connectivist Massive Open Online Course), where sustained collaborative engagement with innovative teaching practice is recognised via established international peer-based professional accreditation pathways such as CMALT (Certified Member of the Association for Learning Technology). Informed by a design based research methodology, the CMALT cMOOC leverages a network of national and international collaboration and innovative teaching expertise, providing an agile and scalable framework to support the development of participants’ CMALT portfolios as evidence of critical engagement with new modes of practice and enhanced student outcomes.

Facilitating social learning through learning design

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.

MOOC for Pagelaran Pottery Village: Boosting Income through Design Educational Tourism

The implementation of this activity aims to design and build educative tourism infrastructure using the Massive Open Online Course (MOOC) as a means to increase the income potential of Pagelaran Village. Pagelaran Village is famous for its pottery crafts, which are rich in cultural values. However, the potential for tourism and related revenues has yet to be fully realized. Therefore, employing MOOC as a tool to provide an online learning experience for a package of pottery production training activities is expected to attract tourists and boost the income of the local community. The methods used in this implementation include field surveys, literature studies, and analysis of tourist needs and preferences. The approach adopted is the asset-based community development (ABCD) approach, which consists of five stages of activity including: 1) Discovery, 2) Dream, 3) Design, 4) Define, and 5) Destiny. The infrastructure built includes the development of the MOOC platform, offering learning materials related to history, manufacturing techniques, and the art of pottery. Additionally, practical learning facilities are also provided for tourists desiring to undertake direct courses without constraints by space and time. During initial testing, this MOOC garnered favorable responses from travelers who participated the course. The results of the implementation of this activity indicate that the use of MOOC as an educative tourism infrastructure can increase potential income in Pagelaran Village. Keywords: MOOC, income, pagelaran pottery, educational, infrastructure