Factors Influencing the Sustainability of MOOCs Compared with Traditional Distance Education Courses

Hjeltnes, Thorleif; Horgen, S.A.

doi:10.1007/978-3-319-47440-3_14

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…The benefits participants mentioned in the interviews included the flexibility and convenience of LMOOCs, echoing a study by Schulze and Scholz [76]. Flexibility is an important factor in the sustainability of an online course [77], and in this study, it involved "making it possible to observe others," "fitting learners' various personalities," and "allowing interactions with different learners," items that reflect the theory of social learning [33,34,78]. In contrast, convenience items such as "allowing retrieval of materials" and "helping learners learn and acquire knowledge" are advantages of computer-assisted learning (CAL).…”

Section: Discussion Limitations and Implicationsmentioning

confidence: 78%

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

Hsu

2021

Sustainability

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Massive open online courses (MOOCs) have been called the biggest innovation in education in 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about their effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on a constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of language MOOCs (LMOOCs) in general, but some doubted their applicability. Most participants said they would continue to use LMOOCs for learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

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Section: Discussion Limitations and Implicationsmentioning

confidence: 78%

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

Hsu

2021

Sustainability

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“…Flexibility and Scaffolding for Diversity (referring to the design where adaptive contents of MOOCs are provided for learners on different levels; advanced learners can select the difficult contents, while primary learners the easy ones.) in organizing MOOCs courses could strongly influence the sustainability of MOOCs (Hjeltnes & Horgen, 2016). We, therefore, proposed the following research hypothesis: H13.…”

Section: Social and Pedagogical Factorsmentioning

confidence: 99%

“…Learner Retention in MOOCs was previously found under the influence of numerous factors: learner-tolearner interactions, instructor-to-learner interactions (Bernard et al, 2009), Course Content, Course Structure (Yang & Sun, 2018), Perceived Effectiveness (Yang & Sun, 2018), Instructor Support, Instructor Feedback (Barbera et al, 2017), Information Delivery (Fianu et al, 2018), Technology (Alyoussef, 2021), Quality Resources, The Focus of Subjects, Timing (Azevedo & Marques, 2017;Fianu et al, 2018), Flexibility and Scaffolding for Diversity (Hjeltnes & Horgen, 2016), and Pre-Course Information (Alraimi et al, 2015). Therefore, this study will concentrate on the above factors that may influence Learner Retention in MOOCs.…”

Section: Literature On Moocs During the Covid-19 Pandemicmentioning

confidence: 99%

Examining Factors That Influence Learner Retention in MOOCs During the COVID-19 Pandemic Time

2023

Sage Open

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Massive Open Online Courses have become a frequent platform for learners to acquire knowledge. This study aims to explore multiple factors influencing learner retention in MOOCs during the COVID-19 pandemic. To address this, we collected quantitative and qualitative data from questionnaires and qualitative data from interviews and then analyzed them through the Partial Least Square–Structural Equation Modeling to test 14 research hypotheses. The proposed research model and research hypotheses are empirically tested with 243 participants across the world. According to the results, support is found for all of the 14 research hypotheses. We confirmed 14 factors influencing learner retention in MOOCs. The result is beneficial for designers and manufacturers of MOOCs to improve the quality of the products and facilitate online or blended learning during this special time. It could also help students improve their learning experiences. Future research could examine influencing factors of learner retention in MOOCs with interdisciplinary cooperation.

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“…Flexibility and Scaffolding for Diversity (referring to the design where adaptive contents of MOOC are provided for learners on different levels; advanced learners can select the di cult contents, while primary learners the easy ones.) in organizing MOOC courses could strongly in uence sustainability of MOOC (Hjeltnes, & Horgen, 2016). We, therefore, proposed the following research hypothesis: H13.…”

Section: H12 Timing (Tm) Is Signi Cantly Correlated With Lr In Moocmentioning

confidence: 99%

A model of multiple factors influencing learner retention in MOOC during the COVID-19 pandemic

Yu¹

2021

Preprint

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This study aims to explore multiple factors influencing learner retention in Massive Open Online Courses (MOOC) during the COVID-19 pandemic. To address this, a research method is developed based on structural equation modeling analysis and 14 research hypotheses. The proposed research model and research hypotheses are empirically tested with 2131 international participants. According to the results, support is found for eleven of the fourteen research hypotheses. We confirmed 14 factors influencing learner retention (LR) in MOOC, i.e. Instructor to Learner Interaction, Instructor Support, Instructor Feedback, Learner to Learner Interaction, Course Content, Course Structure, Information Delivery, Perceived Effectiveness, Quality Resources, Flexibility and Scaffolding for Diversity, Technology, Focus of Subjects, Pre-Course Information, and Timing. The result is helpful and beneficial for designers and manufacturers of MOOC to improve the quality of the products and facilitate online or blended learning during this special time. It could also help students improve their learning experience. Future research could be conducted into influencing factors of LR in MOOC with interdisciplinary cooperation.

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Factors Influencing the Sustainability of MOOCs Compared with Traditional Distance Education Courses

Cited by 3 publications

References 2 publications

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints

Examining Factors That Influence Learner Retention in MOOCs During the COVID-19 Pandemic Time

A model of multiple factors influencing learner retention in MOOC during the COVID-19 pandemic

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