An Empirical Exploration of MOOC Effectiveness Towards Participants’ Intention-Fulfilment and Learners’ Satisfaction

2021 ◽  
pp. 097226292110541
Author(s):  
Ankita Pathak ◽  
Sunil Mishra
Keyword(s):  
Lifelong Learning ◽  
Online Courses ◽  
Learning Experience ◽  
Point Of View ◽  
Massive Open Online Courses ◽  
Learner Satisfaction ◽  
Satisfaction Level ◽  
Statistical Tool ◽  
Self Regulated Learning ◽  
Gender And Age

The research studied learner satisfaction and learner intention-fulfilment (IF) with the massive open online courses (MOOCs). Many authors have studied various prospects from the point of view of the developer. Retention and completion rate were studied by the authors but the satisfaction level of the students was untouched. The modern education system is more learner-centred which leads to lifelong learning. Lifelong learning focuses on the learner rather than the developer. The questionnaire was harvested among 177 MOOC participants. Various analyses such as mean, standard deviation, correlation, regression and analysis of variance (ANOVA) were applied with the help of statistical tool SPSS v26.0. The results reveal that the satisfaction level of the learner is affected positively by variables like online self-regulated learning which includes goal setting, behavioural variables and perceived course usability. Further, the satisfaction level of the participant is not dependent upon gender and age. Also, the previous learning experience of the participant does not affect their IF.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

Integration of MOOCs in the Context of Library and Information Science Service in This Digital Age

2018 ◽  
pp. 252-266
Author(s):  
Payel Biswas
Keyword(s):  
Information Science ◽  
Online Courses ◽  
Learning Experience ◽  
Digital Age ◽  
Massive Open Online Courses ◽  
Library And Information Science ◽  
Massive Open Online ◽  
Digital Era ◽  
Science Service

In this digital era, massive open online courses (MOOCs) are receiving huge attention. MOOCs have moved beyond the academic circle. The high popularity and adaptation of MOOCs are only for being free and providing a totally new kind of learning experience. But there are the several challenges that the library and information science professionals will face as MOOCs take off. These include influencing faculties, copyright and licensing, delivery demographic and scale. This chapter shows how MOOCs integrate in the field of library and information science service in this digital age.

scholarly journals Supporting learners' self-regulated learning in Massive Open Online Courses

2020 ◽  
Vol 146 ◽  
pp. 103771 ◽  
Author(s):  
Renée S. Jansen ◽  
Anouschka van Leeuwen ◽  
Jeroen Janssen ◽  
Rianne Conijn ◽  
Liesbeth Kester
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument

2021 ◽  
Vol 11 (12) ◽  
pp. 811
Author(s):  
Merilin Säde ◽  
Reelika Suviste ◽  
Piret Luik
Keyword(s):  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning Skills ◽  
Final Model ◽  
Confirmatory Factor ◽  
Post Impact ◽  
Development And Validation ◽  
The Impact

Massive open online courses (MOOCs) can potentially affect the lives of millions of people, but there is little research on how a programming MOOC could affect participants’ lives after participation. In Estonia, we have organised several programming MOOCs over the years, attended by over 14,000 people. This inspired us to develop and validate a scale for measuring the impact of programming MOOC on participants’ lives. We analysed data from 1261 MOOC participants who had completed at least one of our programming MOOCs. Confirmatory factor analysis (CFA) was used to validate the developed scale. The final model fitted quite well to the data. We found that the factors that influence learners’ lives after a MOOC include acquired learning skills, interest in continuing computer science related studies, learning experience gained from the MOOC, the MOOC’s impact on work and personal life, and new contacts that are established with other participants and organisers. We also compared the means of the factors. The highest-rated factor was related to the learning experience from the MOOC and the lowest-rated was related to finding new contacts through the MOOC.

scholarly journals Educommunication in digital environments: an interaction´s perspective inside and beyond the classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 34-41
Author(s):  
Andres Chiappe ◽  
Nubia Amado ◽  
Leonardo Leguizamón
Keyword(s):  
Online Courses ◽  
Practical Implication ◽  
Point Of View ◽  
Massive Open Online Courses ◽  
Digital Learning ◽  
Massive Open Online ◽  
Interaction Processes ◽  
Digital Environments ◽  
E Learning ◽  
Digital Learning Environments

In a highly interconnected and technology-mediated world, the way in which education is recognized as a communicative phenomenon is highly relevant to understand its development and future possibilities. In this text, educommunication is analyzed from the point of view of interactions that occur in different digital learning environments, especially in ICT-enhanced classrooms, blended learning, e-learning, mobile learning and Massive Open Online Courses (MOOC). This analysis was conducted from a systematic literature review of 240 papers that describe research generated on these topics, during the last 20 years.The results show that beyond the importance of interaction for the development of educational practices, different digital environments involve different ways of conceiving and deploying interaction processes, inside and outside the classroom.This implies the imperative need to adjust the current processes of teacher training in such a way that teachers can understand these differences and recognize both their theoretical and practical implication.

Aprendizaje a lo largo de la vida: L3-MOOC

2017 ◽  
Vol 9 (17) ◽  
pp. 10
Author(s):  
Jorge León Martínez ◽  
Edith Tapia Rangel
Keyword(s):  
Lifelong Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Educación A Distancia

<p>Para promover el aprendizaje a lo largo de la vida, la Universidad Nacional Autónoma de México (UNAM) a través de la Coordinación de Universidad Abierta y Educación a Distancia (CUAED) ha desarrollado cursos autogestivos de corta duración, expresados en lenguaje sencillo, que permiten a gran parte de la población adquirir conocimientos, habilidades y actitudes para resolver problemáticas cotidianas. Estos cursos se basan en las características de los Cursos Masivos Abiertos en Línea (MOOC por sus siglas en inglés: Massive Open Online Courses) y los denominamos l3-MOOC (Lifelong Learning-MOOC).</p>

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

2015 ◽  
Vol 13 (3) ◽  
pp. 61-73 ◽  
Author(s):  
Liang-Yi Chung
Keyword(s):  
Learning Strategies ◽  
English Learners ◽  
Self Efficacy ◽  
Online Courses ◽  
Native English Speakers ◽  
Massive Open Online Courses ◽  
English Speakers ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.

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