A Systematic Literature Review on the Quality of MOOCs

Stracke, Christian M.; Trisolini, Giada

doi:10.3390/su13115817

Cited by 34 publications

(15 citation statements)

References 49 publications

(89 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Behavioural engagement is sometimes interwoven with social engagement, which is defined as learner-learner and learner-instructor interaction in MOOCs [27]. A recent review of 103 MOOC studies indicated that 19 articles addressed social aspects of learning in MOOCs [37]. Some scholars reported social engagement as a subdimension of behavioural engagement [38].…”

Section: Conceptualisation Of Learner Engagementmentioning

confidence: 99%

Emotionally Engaged Learners Are More Satisfied with Online Courses

Deng

2021

Sustainability

View full text Add to dashboard Cite

Research on massive open online courses (MOOCs) has tended to focus on outcome indicators valued in traditional higher education settings, particularly achievement and completion. This study highlights the differences between MOOCs and credit-bearing university courses and shifts this focus to an alternative outcome indicator—learner satisfaction. In this study, engagement is identified as an important antecedent of learner satisfaction and is conceptualised and operationalised as a multidimensional construct. This study built three regression models to identify the relative importance of behavioural, cognitive, emotional, and social engagement for learner satisfaction after controlling for personal characteristics unrelated to the criteria of good teaching. The analysis showed that engagement explained approximately 20% of the variance in learner satisfaction with MOOCs. Emotional engagement was more influential for predicting learner satisfaction than cognitive engagement and behavioural engagement. Social engagement had no significant effect on learner satisfaction. Demographics (age, education level, and origin) and motivation were of limited utility in predicting learner satisfaction with MOOCs, accounting for 4% and 2% of variance, respectively. Based on research findings, the article presents the following propositions: (1) configure the MOOC teaching and learning environment in a way that enhances emotional engagement; (2) statistically adjust for age, education level, origin, and motivation when interpreting learner satisfaction results; and (3) monitor the level of emotional engagement and implement educational interventions to provide support for emotional disengagers.

show abstract

Section: Conceptualisation Of Learner Engagementmentioning

confidence: 99%

Emotionally Engaged Learners Are More Satisfied with Online Courses

Deng

2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…As there are many types and providers of MOOC available to distribute knowledge and skills, it could be challenging to set general quality standards for MOOC. Therefore, MOOC should rather be seen as a means for discovery for learners, meaning that a process based approach rather than an outcome-based approach should be implemented [28].…”

Section: Ict and Educationmentioning

confidence: 99%

“…Figure 3 presents a 10-step approach to complete an online food research project with the applicable NQF level outcomes [12] and Bloom's Taxonomy level [28] to enhance students' higher-order thinking skills. For this project-based learning approach, the NQF level of seven was continuously kept in mind.…”

Section: Research Project Steps (First Phase)mentioning

confidence: 99%

Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic

Mielmann

2021

Sustainability

View full text Add to dashboard Cite

The COVID-19 pandemic challenged many higher education institutions to accelerate the implementation of teaching and learning through an online mode of delivery. The unpredicted shift to online learning created unprecedented challenges for Consumer Sciences students which usually perform laboratory-oriented research projects; however, any employable skills acquired during undergraduate studies should be transferable to new circumstances within different working contexts. The aim of this article is to provide educators with a basic 10-step approach to complete an online food research project and to consider students’ engagement, reflections and experiences. The article consists of three parts. The first part provides ten research steps to complete an online food research project, followed by students’ reflections of the research project. The second part presents the results on students’ online engagement with an e-learning platform. The third part presents the results of students’ experiences from the university’s student survey of the lectured module. Recommendations made from students’ reflections stimulated their higher-order thinking as they comprehended the value and importance of research, project based-learning and critical evaluation for future improvement. Educators are responsible for helping students discover their own support networks, to provide opportunities and events to share their values and work, and to motivate and encourage student engagement and reflective discussions in the online environment to stimulate higher-order thinking and enhance students’ professional and sustainable development.

show abstract

“…Our experience suggests that MOOCs can be developed at pace, with an appropriately skilled and motivated team, to support learning in a public health emergency, and maintain quality across pedagogical, organisational, technological, and social domains 6 . From a public health perspective, we consider that building individuals’ own capacity to question, to query the data, reports and guidance is essential, and complementary to the circulation of accurate public health information.…”

mentioning

confidence: 99%

Learning from each other in the COVID-19 pandemic

Seale¹,

Ibeto²,

Gallo³

et al. 2021

Wellcome Open Res

View full text Add to dashboard Cite

The increase in cases of coronavirus disease 2019 (COVID-19) worldwide has been paralleled by increasing information, and misinformation. Accurate public health messaging is essential to counter this, but education may also have a role. Early in the outbreak, The London School of Hygiene & Tropical Medicine partnered with FutureLearn to develop a massive open online course (MOOC) on COVID-19. Our approach was grounded in social constructivism, supporting participation, sharing uncertainties, and encouraging discussion. The first run of the course included over 200,000 participants from 184 countries, with over 88,000 comments at the end of the three-week run. Many participants supported each other’s learning in their responses and further questions. Our experience suggests that open education can complement traditional messaging, potentially providing a sustainable approach to countering the spread of misinformation in public health.

show abstract

A Systematic Literature Review on the Quality of MOOCs

Cited by 34 publications

References 49 publications

Emotionally Engaged Learners Are More Satisfied with Online Courses

Emotionally Engaged Learners Are More Satisfied with Online Courses

Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic

Learning from each other in the COVID-19 pandemic

Contact Info

Product

Resources

About