A comparison of learner intent and behaviour in live and archived MOOCs

Abstract

The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and purpose for archived MOOCs to be used as learning resources beyond and between instructor-led live-sessions, we examined the use of a statistics MOOC and a computer science MOOC, both of which were made available as archived-courses after a live-session and for which enrolment continued to grow while archived. Using data collected from surveys of learner demographics and intent, the course database of major learner activity, and the detailed clickstream of all learner actions, we compared the demographics, intent, and behaviour of live- and archived-learners. We found that archived-learners were interested in the live-MOOC and that their patterns of use of course materials, such as the number and sequence of videos they watched, the number of assessments they completed, their demonstration of self-regulatory behaviour, and their rate of participation in the discussion forums, were similar to the live-learners. In addition, we found evidence of learners drawing on an archived-MOOC for use as reference material. Anticipated areas of impact of this work include implications for the future development of MOOCs as resources for self-study and professional development, and in support of learner success in other courses.

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

“…The findings indicate that fifteen articles adopted two research methods in the data collection process. Typically, articles adopting two research methods combined the use of surveys with interviews [20]- [25] or with log files extracted from MOOC platforms [26]- [30]. Beyond that, very few articles adopted three or more research methods for data collection.…”

“…The only exception is one research piece which addressed both participants' and instructors' perceptions of quality design of MOOCs [33]. The sample size in a single study ranges from 49 students [21] to more than 50,000 participants [26].…”

“…There are studies which administered the survey before a MOOC was started. Such studies can be useful for understanding course participants' demographics [28], motivation for enrollment [26], [34]- [36], intended study behaviour [26], [36], [37], and pre-course attitudes [38]. Additionally, there are researchers who carried out the survey by the end of a MOOC.…”

The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

“…Campbell, Gibbs, Najafi & Severinski (2014) found that students had significant interest in the live online courses, and they depended on archived online courses to use as reference sources. In addition, they indicated that their results showed the significant potential for online courses to be very useful, as they combine the most valuable features of archived and live MOOCs to meet the interests and needs of the learners.…”

A Study on Learners’ Needs to Increase MOOC Participation

“…Followings <Table 1> are hypothetical constructs per the fundamental definitions. [4], [8], [15], [19] Emphasizing learning environment focused on interaction away from traditional online education a method of MOOC planning and realizing learning environment [6], [8], [14], [16], [19] Changing and Evolving Education System focused on learners factors needed for learning continuity [2], [3], [6], [8], [11], [14] A role of destructive innovation for existing education system a role of MOOC improving existing education system [7], [18], [19] Providing high quality courses to anyone in the dimension of lifelong education a direction of practice in the national and personal dimension [2], [8], [10], [12], [19] 3. Method…”