Examining student characteristics, goals, and engagement in Massive Open Online Courses

Williams, Kyle M.; Stafford, Rose E.; Corliss, Stephanie B.; Reilly, Erin D.

doi:10.1016/j.compedu.2018.08.014

Cited by 62 publications

(35 citation statements)

References 12 publications

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“…With respect to gender, the Wholly Engaged cluster appeared to have the highest male‐to‐female ratio. This result is consistent with past findings that course engagement was significantly higher for male learners in MOOCs (Williams et al, 2018). However, this finding contradicts many studies reporting that female students had higher engagement levels than male students in traditional school settings (Fullarton, 2002; Lietaert, Roorda, Laevers, Verschueren, & De Fraine, 2015; Wang et al, 2011) and university settings (Kinzie et al, 2007; Kuh, 2003; Sontam & Gabriel, 2012).…”

Section: Discussionsupporting

confidence: 93%

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Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi‐dimensional, person‐centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self‐administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi‐dimensional, person‐centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.

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Section: Discussionsupporting

confidence: 93%

“…However, social motives were found not to be predictive of behavioural engagement. More recently, behavioural engagement was also found to be associated with gender (Williams, Stafford, Corliss, & Reilly, 2018) and education background (Stöhr, Stathakarou, Mueller, Nifakos, & McGrath, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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“…Moreover, some authors have identified different subgroups among MOOC-takers with different profiles in relation to engagement, completion rates, accomplishment, and learning outcomes. For example, Li and Baker (2018) found heterogeneity in behavioral patterns among learners that is expression of different levels of engagement, and different reasons why participants decide to engage (see also Walji, Deacon, Small, & Czerniewicz, 2016;Williams, Stafford, Corliss, & Reilly, 2018;Zhang, Cesar Bonafini, Lockee, Jablokow, & Hu, 2019). In sum, they conclude that in MOOCs the existence of self-defined learning pathways generates the need to apply different measures to discern the way learners are taking advantage of the content of the courses (see also Petronzi & Hadi, 2016;Reilly, Williams, Stafford, Corliss, Walkow, & Kidwell, 2016;Shapiro, Lee, C. H., Wyman Roth, Li, Çetinkaya-Rundel, & Canelas, 2017;Tseng, Tsao, Yu, Chan, & Lai, 2016).…”

Section: Discussionmentioning

confidence: 99%

MOOCs at the Crossroads: A Literature Review and Reflection Drawing upon Discourse Analysis

Mohebi¹,

Ponce²

2019

Preprint

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This study is a synthesis of 159 articles that were selected for their relevance to comprehend key aspects of the Massive Open Online Courses (MOOCs) phenomenon, from a discourse analysis perspective. Since 2011, MOOCs are expanding worldwide so that the number of subscribers outpointed 101 million at the end of 2018. This paper explores the question whether the MOOCs are the embodiment of the global one-world classroom or whether, instead, they represent a low-cost alternative tailored to a segment that doesn´t have enough time or resources to attend a brick-and-mortar college. In addition, the review tackles the link between motivation and low completion rates. Finally, we discuss the need to devise better methods to assess the pedagogical value of MOOCs.

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“…Another important component is student characteristics. In order to promote student engagement in distance education, instructors or instructional designers need to consider student characteristics (Williams, Stafford, Corliss, & Reilly, 2018). The teaching method used, blended, flipped, adapted etc.…”

Section: Variables Influencing or Related To Student Engagement In DImentioning

confidence: 99%

Engagement in Distance Education Settings: A Trend Analysis

Yılmaz

Banyard

2020

Turkish Online Journal of Distance Education

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This study examined studies focusing on student engagement in distance education using a trend analysis technique. 154 studies published in web of science database were included in the study. Analysis showed that there is an increasing effort to understand student engagement. Researchers are mostly focusing on instructional design and educational technology. More effort is needed in the area of distance education systems and theories. The findings offer support for Chickering and Gamson's Seven Principles of Good Practice as important in promoting student engagement in distance education. However, six new components were added to these principles: media properties, student characteristics, teaching method, course/content design, innovative techniques, and instructor competencies.

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Examining student characteristics, goals, and engagement in Massive Open Online Courses

Cited by 62 publications

References 12 publications

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

MOOCs at the Crossroads: A Literature Review and Reflection Drawing upon Discourse Analysis

Engagement in Distance Education Settings: A Trend Analysis

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