From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)

Moore, Robert L.; Blackmon, Stephanie J.

doi:10.1016/j.compedu.2022.104596

Cited by 46 publications

(31 citation statements)

References 77 publications

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“…First, compared to those studies on non-credit MOOC courses (Guo et al, 2014 ; Moore and Blackmon, 2022 ), our study is built on credit-bearing engineering courses. Students have different attitudes and behaviors toward the two types of courses, while the credit-bearing courses usually receive much more attention (Joyner, 2022 ; Lohse et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

The impact of short videos on student performance in an online-flipped college engineering course

Zhu

Yuan

Zhang

et al. 2022

Humanit Soc Sci Commun

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The 2020 COVID-19 pandemic has greatly accelerated the adoption of online learning and teaching in many colleges and universities. Video, as a key integral part of online education, largely influences student learning experiences. Though many guidelines on designing educational videos have been reported, the quantitative data showing the impacts of video length on students’ academic performance in a credit-bearing course is limited, particularly for an online-flipped college engineering course. The forced pandemic lockdown enables a suitable environment to address this research gap. In this paper, we present the first step to examine the impact of short videos on students’ academic performance in such circumstances. Our results indicate that short videos can greatly improve student engagement by 24.7% in terms of video viewing time, and the final exam score by 9.0%, both compared to the long-video group. The quantitative Likert questionnaire also indicates students’ preference for short videos over long videos. We believe this study has important implications for course design for future online-flipped engineering courses.

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Section: Resultsmentioning

confidence: 99%

The impact of short videos on student performance in an online-flipped college engineering course

Zhu

Yuan

Zhang

et al. 2022

Humanit Soc Sci Commun

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“…Previous research suggests that the factors (integrated, identified, introjected and external regulation) of self-determination theory successfully explained the learners' motivation in online learning. 14,15 However, in both cases (motivation and quality), it is not clear from the previous study which factor(s) best explained learners' retention intention. Hence, it is critical to investigate the specific factors of motivation and factors of quality to understand retention intention.…”

Section: Introductionmentioning

confidence: 86%

Effect of Perceived Fear, Quality, and Self-Determination on Learners’ Retention Intention on MOOCs

Bai¹,

Hossain²,

Kumar³

et al. 2022

PRBM

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Purpose The purpose of this study is to understand how perceived fear, course quality, and self-determination of learners influence the retention rate of massive open online courses (MOOCs) during the time of pandemic. Methodology The proposed developed model is comprised of IS success, expectation confirmation and self-determination theories. Data were collected from 284 respondents and the structural equation modeling was applied to interpret and analyze the data. Additionally, importance-performance maps were plotted to prioritize essential findings. Findings The findings revealed that course quality, identified and integrated regulation (motivation) all significantly affect perceived usefulness and satisfaction to influence learners’ retention intention. Moreover, the importance performance map analysis (IPMA) exhibited that integrated regulations and course quality are very significant factors with very limited focus. Therefore, developers should improve the performance of these two factors to overcome the dropout rate. Originality This research analyzed the effect of the course quality, learners’ determination and fear of the pandemic as the determining factors. Besides, the impacts of motivational factors (integrated, identified, introjected and external) from determination theory were also investigated on the learner’s satisfaction. Finally, these factors were tested in the context pandemic that gave us new insights, which are not similar to pre-pandemic phase; ie, learners prefer course quality rather than system quality, because they demand new skill and knowledge to increase competitive advantage.

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“…Nevertheless, there is a scant amount of agreement about the definition of characteristics of a MOOC and its pedagogical foundations [ 5 ]. The reasons for this are twofold and are linked to the multifarious nature of this teaching mode [ 22 ]. The latter manifests itself in the extensive variations of the teaching model according to courses content, their aims, learners’ characteristics, and the innovations in TEL.…”

Section: Introductionmentioning

confidence: 99%

Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

Schettino

Capone

2022

IJERPH

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In recent years, there has been an increased implementation of massive open online courses (MOOCs). This teaching model plays a pivotal role in online education because it can provide high-quality learning resources to numerous students with great feasibility, shaping training courses according to their different learning requirements. Although the widespread adoption of MOOCs in medical education has led to numerous benefits for undergraduate and graduate doctors, their role remains unclear, suggesting the need to analyze the key factors of such a learning method in this field. To achieve this aim, a scoping review, in line with the PRISMA method for qualitative synthesis, was performed by considering studies published from 2016 to 2021, written in English, and including the physician population. Through this literature analysis, the following main areas of interest came to light: (1) pedagogical approaches, (2) MOOC structure-related variables, (3) participant-related variables, and (4) MOOCs vs. traditional courses. The review provides valuable evidence on factors underlying MOOCs effectiveness, which might be helpful for academic and healthcare organizations in designing effective training courses for physicians.

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From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)

Cited by 46 publications

References 77 publications

The impact of short videos on student performance in an online-flipped college engineering course

The impact of short videos on student performance in an online-flipped college engineering course

Effect of Perceived Fear, Quality, and Self-Determination on Learners’ Retention Intention on MOOCs

Learning Design Strategies in MOOCs for Physicians’ Training: A Scoping Review

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