Exploratory study of MOOC learners’ demographics and motivation: The case
                        of students involved in groups

Bayeck, Rebecca Yvonne

doi:10.5944/openpraxis.8.3.282

Cited by 60 publications

(57 citation statements)

References 27 publications

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“…In addition, women's persistence and performance in online learning is lower than men (Kizilcec & Halawa, 2015). However, Bayeck (2016) found that the percentage of female was greater than the percentage of male students in her study on group work in MOOCs. This shows the inconsistent findings of past research and indicates that more investigation on the effects on gender on MOOCs adoption is required.…”

Section: Gendermentioning

confidence: 93%

Investigating the adoption of MOOCs: A technology–user–environment perspective

Lee

2018

Computer Assisted Learning

102

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In spite of the potentials promised by MOOCs (massive open online courses), the adoption rate of MOOCs is still low, especially in developing countries. Research on the adoption of MOOCs in developing countries is also limited. To fill this research gap, this research aims to study the adoption of MOOCs by extending current research on innovation and technology adoption in order to promote the diffusion of MOOCs in developing countries. Here, a conceptual framework, technology–user–environment was proposed to identify influential drivers and barriers of MOOC adoption. Eight hundred and twenty‐seven individuals in a developing country, were invited to participate in a questionnaire survey. Data were analysed by hierarchical regression, and the results show that for the (a) technological characteristics, perceived usefulness has the most significant influence, followed by lack of accessibility and performance‐to‐cost value; for the (b)user factors, self‐regulation was the most significant predictor of MOOC adoption, and female learners showed higher willingness to adopt MOOCs; and for the (c) social environmental factors, tradition and social norms and lack of information about MOOCs were negatively associated with adoption of MOOCs. Implications and suggestions are discussed at the end of this paper.

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Section: Gendermentioning

confidence: 93%

Investigating the adoption of MOOCs: A technology–user–environment perspective

Lee

2018

Computer Assisted Learning

102

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“…They can be used on their own, embedded within a different programme of study or as part of a blended learning strategy (Bruff et al, 2013), offering a broad range of support possibilities for academic institutions. As was the case in this study, MOOCs can benefit different audiences, such as undergraduate students and full-time employees (Bayeck, 2016;Padilla Rodriguez et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…MOOCs have been widely used to test different approaches to learning and teaching (Sharples et al, 2014). They can benefit people with different demographic profiles (eg, location, gender, educational level and employment status) and motivations (Bayeck, 2016;Padilla Rodriguez, Estrada Rocha & Rodriguez Nieto, 2017). They seem to have the potential to enhance learner self-efficacy through a well-designed (though often ignored) use of videos, quizzes and discussion forums (Hodges, 2016).…”

Section: Introductionmentioning

confidence: 99%

Developing Self-Efficacy through a Massive Open Online Course on Study Skills

Rodríguez

Armellini

2017

Open Praxis

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Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n=32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.

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“…Some general research into MOOC demographics has been conducted; surveys indicate that these learners are slightly more likely to be male, often have bachelor's degrees, and typically have some level of employment (Bayeck, 2016). Learners in these online courses report a variety of motivations for taking the courses, suggesting at least some lifestyle diversity.…”

Section: Discussionmentioning

confidence: 99%

Peer Review #3 of "Explanation of observational data engenders a causal belief about smoking and cancer (v0.1)"

Zemla¹

2018

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Most researchers do not deliberately claim causal results in an observational study. But do we lead our readers to draw a causal conclusion unintentionally by explaining why significant correlations and relationships may exist? Here we perform a randomized controlled experiment in a massive open online course run in 2013 that teaches data analysis concepts to test the hypothesis that explaining an analysis will lead readers to interpret an inferential analysis as causal. We test this hypothesis with a single example of an observational study on the relationship between smoking and cancer. We show that adding an explanation to the description of an inferential analysis leads to a 15.2% increase in readers interpreting the analysis as causal (95% confidence interval for difference in two proportions: 12.8%-17.5%). We then replicate this finding in a second large scale massive open online course. Nearly every scientific study, regardless of the study design, includes an explanation for observed effects. Our results suggest that these explanations may be misleading to the audience of these data analyses and that qualification of explanations could be a useful avenue of exploration in future research to counteract the problem. Our results invite many opportunities for further research to broaden the scope of these findings beyond the single smoking-cancer example examined here.

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Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups

Cited by 60 publications

References 27 publications

Investigating the adoption of MOOCs: A technology–user–environment perspective

Investigating the adoption of MOOCs: A technology–user–environment perspective

Developing Self-Efficacy through a Massive Open Online Course on Study Skills

Peer Review #3 of "Explanation of observational data engenders a causal belief about smoking and cancer (v0.1)"

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