Decoding and designing massive open online courses (MOOCs)

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Archana Shrivastava ◽  
Ashish Shrivastava
Keyword(s):  
Factor Analysis ◽  
Online Education ◽  
Product Design ◽  
Online Courses ◽  
Research Question ◽  
Massive Open Online Courses ◽  
Purchase Decision ◽  
Relative Importance ◽  
Massive Open Online ◽  
Content Type

Purpose This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering. Design/methodology/approach This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers. Findings Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons. Originality/value There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.

Participating by activity or by week in MOOCs

2018 ◽  
Vol 119 (9/10) ◽  
pp. 572-585 ◽  
Author(s):  
Alok Baikadi ◽  
Carrie Demmans Epp ◽  
Christian D. Schunn
Keyword(s):  
Learning Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Full Spectrum ◽  
Content Type ◽  
Activity Form

Purpose The purpose of this study was to provide a new characterization of the extent to which learners complete learning activities in massive open online courses (MOOCs), a central challenge in these contexts. Prior explorations of learner interactions with MOOC materials have often described these interactions through stereotypes, which accounts for neither the full spectrum of potential learner activities nor the ways those patterns differ across course designs. Design/methodology/approach To overcome these shortcomings, the authors apply confirmatory and exploratory factor analysis to learner activities within three MOOCs to test different models of participation across courses and populations found within those courses. Findings Courses varied in the extent to which participation was driven by learning activities vs time/topic or a mixture of both, but this was stable across offerings of the same course. Research limitations/implications The results call for a reconceptualization of how different learning activities within a MOOC are designed to work together, to better allow strong learning outcomes even within one activity form or more strongly encourage participation across activities. Originality/value The authors validate new continuous-patterns rather than a discrete-pattern participation model for MOOC learning.

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

scholarly journals The Economics of Online Postsecondary Education: MOOCs, Nonselective Education, and Highly Selective Education

2014 ◽  
Vol 104 (5) ◽  
pp. 528-533 ◽  
Author(s):  
Caroline M. Hoxby
Keyword(s):  
Online Education ◽  
Postsecondary Education ◽  
Economic Model ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Advanced Education

I consider economically sustainable online postsecondary education, including massive open online courses (MOOCs). The analysis suggests that MOOCs will be financially sustainable substitutes for some non-selective postsecondary education, but there are substantial risks. The analysis suggests that MOOCs will be financially sustainable substitutes for only a small share of highly selective postsecondary education (HSPE) and are likely to collapse the economic model that allows HSPE institutions to invest in advanced education and research. I outline a non-MOOC model of online education that may allow HSPE institutions to sustain their distinctive activities and to reach a larger number of students.

scholarly journals Extraction of Student Interaction Data from an Open edX Platform

2021 ◽  
Vol 20 (38) ◽  
pp. 87-98
Author(s):  
Daniel Jaramillo-Morillo ◽  
Mario Solarte ◽  
Gustavo Ramírez-González
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Online Courses ◽  
Student Interaction ◽  
Massive Open Online Courses ◽  
Interaction Data ◽  
Access To Education ◽  
Huge Number ◽  
Massive Open Online ◽  
Java Code

The Massive Open Online Courses (MOOC) are courses available to the general public without restrictions that are offered to hundreds or thousands of students and in recent years have been presented as a revolution in online education. They are presented as an alternative to the great demand in higher education for the characteristic of being open and massive because they allow access to education to a huge number of students. They have become an ideal environment for data collection and through the application of learning analytics techniques they have allowed a better understanding of how students learn. However, access to the data from thecurrent open-source MOOC platforms is limited and often difficult to collect and process. This paper presents a proposal for collecting and processing the data from students’ interaction with the Open edX platform through Scripts and a Collector based on Java code. 

scholarly journals Malaysian Learners’ Preferences-Based Profile Model Towards Adaptive Massive Open Online Courses

2020 ◽  
Vol 55 (1) ◽  
Author(s):  
Mohammed A. Gharawi ◽  
Azman Bidin ◽  
Koo Ah Choo
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Quantitative Research ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Quantitative Research Methods ◽  
Non Profit ◽  
Massive Open Online Course

Massive open online courses’ technology is becoming the most recent innovations in online education and academia. Recently, it has been widely adopted in educational sectors and gained popularity among both students and instructors. Massive open online courses have rapidly become a trend in the field of higher education and received much recognition from scholars and non-profit educational organizations. Therefore, there has been a growing interest in investigating its limitations, challenges, and impact on education. Some issues and problems have been reported in the research and practice, such as problems related to massive open online course learners’ motivation and engagement during the courses, and course contents’ presentations have a significant impact on learner’s motivation. However, there have been few contributions to the literature in discerning the varying motivational drivers for choosing to consume the different presentation styles of massive open online courses. Therefore, the main goal of this work is to propose an innovative framework for adaptive massive open online course based on learners’ preferences. As such, the courses’ presentations are adapted to the preferred learning style of each learner. In this regard, this paper was conducted based on quantitative research methods.

Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs)

2018 ◽  
pp. 213-235 ◽  
Author(s):  
Hasan Uçar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Design Model ◽  
Retention Rates ◽  
Motivational Strategies ◽  
Massive Open Online ◽  
Learner Motivation ◽  
Motivational Design ◽  
Potential Remedy

Massive Open Online Courses, aka MOOCs, have become an indispensable part of the online education routine. Many universities and organizations put a lot of effort into designing, developing, and running such courses. However, it still remains to be an under-researched area. One of the most important issues associated with success in MOOCs is the learner motivation. High dropout and low retention rates have been attributed to learners' low motivation. A recipe for these motivational challenges in MOOCs is provided by the ARCS-V motivational theory. This motivation design model provides a frame for analyzing the MOOCs learners, learning environment, and the resources. Based on this analysis, the model provides suggestions for assigning motivational tactics and strategies. Therefore, the purpose of this chapter is to introduce Keller's ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments.

Massive Open Online Courses in China

2020 ◽  
pp. 98-109
Author(s):  
Xiaobin Li
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Chinese Literature ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Challenges And Opportunities ◽  
E Learning

The purpose of this chapter is to provide an overview of the literature on massive open online course (MOOC) development in China, its accompanying practices, challenges, and opportunities. The chapter also offers recommendations derived from the literature on how to make MOOCs benefit more Chinese. To conduct this study, the author reviewed Chinese literature on MOOCs since 2012, when the first five articles on MOOCs appeared in Chinese journals, which introduced concepts and practices of Western MOOCs into China. The author also reviewed well-known English journals on online education and e-learning since 2013, when the first Chinese MOOCs appeared.

Understanding the Setting of a MOOC

2016 ◽  
Vol 12 (1) ◽  
pp. 77-98 ◽  
Author(s):  
Robab Saadatdoost ◽  
Alex Tze Hiang Sim ◽  
Hosein Jafarkarimi ◽  
Jee Mei Hee
Keyword(s):  
Qualitative Research ◽  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Recent Developments

Massive Open Online Courses (MOOC) are becoming increasingly difficult to ignore in online education. Recent developments in MOOC have heightened the need for understanding the MOOC. The issue of an in-depth understanding of the MOOC setting has been a key subject within the field of qualitative research. However, far too little attention has been paid to the MOOC setting. This paper seeks to put the Netnography methodology into context by presenting a description of the Coursera community to better understand this community. It contributes by providing details about Coursera community through our engagement in this community.

scholarly journals A comparison of MOOC development and delivery approaches

2017 ◽  
Vol 34 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Neil Smith ◽  
Helen Caldwell ◽  
Mike Richards ◽  
Arosha Bandara
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Institutional Support ◽  
Massive Open Online Courses ◽  
The Other ◽  
Massive Open Online ◽  
Content Type ◽  
Cost Development ◽  
Development Processes ◽  
Small Team

Purpose The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University. Design/methodology/approach The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers. Findings MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively. Originality/value This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.

scholarly journals MOOCs: a differentiation by pedagogy, content and assessment

2018 ◽  
Vol 35 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Misrah Hamisah Mohamed ◽  
Michael Hammond
Keyword(s):  
Instructional Design ◽  
Design Methodology ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Content Type ◽  
Fine Grained ◽  
Course Materials

Purpose Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences. Design/methodology/approach The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing providers: NovoEd, Coursera, FutureLearn and Canvas. These MOOCs were analysed and compared using a matrix with three main focuses: pedagogical assumptions, content materials and assessment. Findings The findings revealed that all courses corresponded to the idea of an xMOOC in that they were run on a model of instructional design. However, the course materials varied in respect to media used, use of networking, discussion forums and degree of openness. In terms of assessment, all MOOCs used formative approaches, all had automated responses but only some had summative and peer assessment. Originality/value The study succeeded in showing the variation in courses, thus enabling the range of possibilities open to course designers and providers.

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