In recent years, massive open online Courses (MOOCs) as an online instruction format have attracted educators' attention in higher education. While there are many news reports and blog entries about MOOCs, evidence-based research is still emerging. Research examining the learners' perspective on taking a MOOC is scarce but very much needed. This study, using both quantitative and qualitative data, investigated participants' reasons and excitement levels to take a MOOC and their perception of the usefulness of the course. The findings indicated that the majority of the participants were working professionals who sought to get opportunities and resources for their career development without the constraints of their geographical locations and time. Flexibility of the course schedule, credibility of the instructor, and quality of the materials are important factors for these individuals. The findings highlighted the importance of good pedagogies regardless if the platform is a MOOC, face-to-face, or other online formats; the hands-on nature was the most helpful aspect of this MOOC. The findings also showed that course design is important as difficult navigations and not-so-intuitive interface affected participants' learning experience and perception of the course negatively.
Given MOOCs being a relatively new format of online instruction, evidence-based research is needed to understand the role of MOOCs in changing the educational landscape, especially how students use the tools provided in MOOCs. This study investigated how students interacted with the discussion forum in a MOOC, and how they utilized Facebook and Twitter as an additional external space associated with this MOOC. Through both quantitative and qualitative data, the findings showed that MOOC participants found these tools to be helpful and can help create an active, collaborative, and participatory learning environment where they could share ideas and connect with other participants. The finding also indicated a poor interface design and low quality or low response to feedback can impact students' participation and perception of the usefulness of these tools. Results are discussed in the context.
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