Advancing MOOC and SPOC development via a learner decision journey analytic framework

Lei, Chi-Un; Hou, Xiang-Yu; Kwok, Tyrone T.O.; Chan, Trudi S. F.; Lee, Jane; Oh, Elizabeth; Gonda, Donn Emmanuel; Yeung, Yuk; Lai, Cherry

doi:10.1109/tale.2015.7386034

Cited by 13 publications

(13 citation statements)

References 14 publications

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“…In their MOOC on Asian vernacular architecture, Lei et al [ 43 ] used a case study design to investigate learners’ postlearning experiences, asking, “How has the course influenced learners and their surrounding community?” This influence is reflected in the following learner’s experience:…”

Section: Resultsmentioning

confidence: 99%

“…Lei and colleagues [ 43 ] described effects on how the learners brought their experience back to their communities, a behavioral application which reflects Kirkpatrick Level 3. For example, one participant from an area damaged by earthquakes reflected:…”

Section: Resultsmentioning

confidence: 99%

“…After our inductive thematic analysis, we identified two themes among these outcomes: “culture and identity” outcomes and “affective/emotional” outcomes. Culture and identity outcomes included “insights about themselves through personal reflection about their learning styles, professional practices, and the ways they view the world” [ 39 ], as well as connection to a community, whether of fellow educators [ 39 , 42 ] or those with a shared cultural heritage [ 43 ]. Affective outcomes such as “excitement” and “inspiration” are evident in [ 39 ], where learners gained “inspiration, energy, and excitement about the field.”…”

Section: Resultsmentioning

confidence: 99%

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Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Blum¹,

Stenfors²,

Palmgren³

2020

J Med Internet Res

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Background Massive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners’ assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners’ perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs. Objective As MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs. Methods To explore MOOC learners’ outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis. Results Our analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined. Conclusions Our findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Blum¹,

Stenfors²,

Palmgren³

2020

J Med Internet Res

View full text Add to dashboard Cite

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“…• utilization of learning analytics tools from which analytics were extracted and used to further develop the tools, as to offer better practical support and informed decision making [71], [77], [76], [94], [74], [93], [73], [80]; • development of frameworks that add a theoretical clarity to the learning process, identify analytics metrics, and create guidelines and recommendations that can inform the design of learning activities [43], [87], [75], [48], [69], [49], [81], [64].…”

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

“…The rest of the studies used WBE (n = 13 studies), CBE (n = 1 studies), multimodality (n = 9 studies), and mobile (n = 1 studies). Moreover, the studies that were conducted within LMSs and who reported the type of the learning platform, have shown that Moodle was the most used type of a learning platform (n = 6 studies), followed by Blackboard (n = 2 studies), and other social learning platforms (n = 8 studies) such as EdX [64], Khan Academy [65], Coursera [66], Elgg [67], THEOL [63], ed-Venture [68], video-based social platform [69] and virtual world platform [70]. Furthermore, with regard to the setting of the learning environment, some studies were conducted in purely digital learning environments (n = 15 studies), some in blended learning environments (n = 11 studies), and some in face-toface learning environments (n = 10 studies), where students collaborated face-to-face using digital tools [71], multi-surface tabletops [42], or used mobile devices as a learning mediator [72].…”

Section: F Towards Learning Analytics For Learning Design Taxonomymentioning

confidence: 99%

Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning

Mangaroska

Giannakos

2019

IEEE Trans. Learning Technol.

258

193

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As the fields of learning analytics and learning design mature, the convergence and synergies between these two fields became an important area for research. This paper intends to summarize the main outcomes of a systematic literature review of empirical evidence on learning analytics for learning design. Moreover, this paper presents an overview of what and how learning analytics have been used to inform learning design decisions and in what contexts. The search was performed in seven academic databases, resulting in 43 papers included in the main analysis. The results from the review depict the ongoing design patterns and learning phenomena that emerged from the synergy that learning analytics and learning design impose on the current status of learning technologies. Finally, this review stresses that future research should consider developing a framework on how to capture and systematize learning design data grounded in learning analytics and learning theory, and document what learning design choices made by educators influence subsequent learning activities and performances over time.

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Integrating actionable analytics into learning design for MOOCs: a design-based research

2024

J Comput High Educ

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Advancing MOOC and SPOC development via a learner decision journey analytic framework

Cited by 13 publications

References 14 publications

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning

Integrating actionable analytics into learning design for MOOCs: a design-based research

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