Fulfilling the promise: do MOOCs reach the educationally underserved?

Schmid, Lorrie; Manturuk, Kim; Simpkins, Ian; Goldwasser, Molly; Whitfield, Keith E.

doi:10.1080/09523987.2015.1053288

Cited by 46 publications

(29 citation statements)

References 9 publications

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“…There are studies which administered the survey before a MOOC was started. Such studies can be useful for understanding course participants' demographics [28], motivation for enrollment [26], [34]- [36], intended study behaviour [26], [36], [37], and pre-course attitudes [38]. Additionally, there are researchers who carried out the survey by the end of a MOOC.…”

Section: Discussionmentioning

confidence: 99%

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

Deng¹,

Benckendorff²

2017

IJIET

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Abstract-This study reviews research methods commonly adopted in scholarly literature on students' and instructors' experiences of using Massive Open Online Courses (MOOCs), published from January 2014 to April 2016. 53 articles were identified through a search of four electronic databases. The findings show that surveys, interviews, and log files extracted from MOOC platforms were the most frequently adopted methods for data collection. The use of other qualitative research methods such as diary studies and focus groups was less common. The majority of identified articles adopt a single research method. Methodological triangulation is observed in studies which collect data from multiple sources. For studies which adopted methodological triangulation, it is observed that surveys are often triangulated with interviews and log files. The ways in which MOOC scholars use the key research methods are discussed, and future research avenues based on the research results are provided.Index Terms-MOOC, research method, student, review, online course.

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Section: Discussionmentioning

confidence: 99%

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

Deng¹,

Benckendorff²

2017

IJIET

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“…Although MOOCs, especially xMOOCs, have not led to the disruptive innovation of education portrayed by the media, it is a valuable low-cost supplement to formal education [18,19]. A survey from Duck University suggested that learners under the age of 18, learners over the age of 65, and learners who reported a lack of access to the course contents indicated that the MOOCs provided expanded opportunities to their current formal education and their present and future career experiences [20]. MOOCs can help in meeting the increasing demand for on-the-job continuous professional development as employment patterns and lifelong learning change [13,18].…”

Section: Promoting Sustainable Energy Learning Through the Moocsmentioning

confidence: 99%

Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents

Aksela

Halonen

2016

Education Sciences

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Sustainable energy is one of the biggest global challenges today. This paper discusses how we can promote adolescents' learning of sustainable energy with the help of an international massive open online course (MOOC). The aim of this case study is to understand: (i) What do the adolescents find relevant in the MOOC course about sustainable energy? and (ii) What are the opportunities and challenges of the MOOC for the adolescents to learn sustainable energy? In our study, 80 voluntary adolescents around the world, who were at least 15 year old, took part in two surveys. The themes of our MOOC course were, e.g., sustainable growth, solar power, wind power, biofuel production and smart power generation. This 38 work-hour, free of charge, online course includes an introduction video, interviews of specialists, lecture videos, reading materials of the newest research and multiple choice questions on the topics. Research data was classified by using content analysis. The study indicates that adolescents feel that both the MOOC course and sustainable energy as a subject are relevant to them. Their decision to take part in an online course was mostly influenced by individual relevance and partly influenced by both societal and vocational relevance, according to the relevancy theory used. The MOOC was experienced to be relevant for the three following reasons: (i) good content (e.g., energy production) and implementation of the course; (ii) the course makes it possible to study in a new way; and (iii) the course is personally useful. The characteristics of the MOOC, such as being available anywhere and anytime, free access, and online learning, bringing out a flexible, new way of learning and thus promoting Education for Sustainable Development (ESD) in the context of sustainable energy at school level around the world. This MOOC provided the school students with choice-based learning and expanded their learning opportunities in understanding sustainable energy. In the designing of MOOCs for studying sustainable energy, it is important to take the following things into consideration: (i) the balance between theory and practical examples; (ii) the support for interaction; and (iii) other support (e.g., technical and learning strategies) for students. Communication with other learners and getting feedback from teachers and tutors remain the vital challenges for the developers of MOOCs in the future.

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“…Advocacy for non-formal learning tends to be grounded in the role that open resources can play in supporting formal learners who are registered for a course of study at an institution. OER can be used in this way to supplement curriculum, brush up on an area of study, for research purposes, or to otherwise complement traditional learning activities (Schmid et al, 2015). Much attention has been paid to possibilities for recognizing and accrediting the learning that takes place through self directed study which makes use of OER (Yang, 2015).…”

Section: "The Availability Of Ever-growing Amounts Of Oer and The Conmentioning

confidence: 99%

Who are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources

Farrow

Arcos

Pitt

et al. 2015

European Journal of Open, Distance and E-Learning

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Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion. Abstract in SpanishA pesar del potencial de los recursos educativos abiertos (REA) a la hora de ampliar las oportunidades de aprendizaje, existe poca investigación sobre su impacto en el aprendizaje no formal. Este estudio presenta los resultados de una encuesta realizada entre 2013 y 2014 para recoger datos demográficos, de actitud y comportamiento de más de 3.000 usuarios de tres diferentes repositorios de REA, con especial atención a la relación entre el estudio formal y no formal. El análisis de frecuencias muestra marcadas diferencias en las pautas de uso, perfil del usuario, actitudes hacia los REA, tipos de recursos utilizados y popularidad de diferentes materias. Las distintas plataformas registran experiencias de uso de REA similares en lo que se refiere a satisfacción e impacto sobre comportamiento futuro. Aquellas personas que aprenden en un contexto no formal se muestran muy positivas acerca del uso de REA y manifiestan su intención de continuar usando estos recursos. La transición hacia el aprendizaje formal tras el uso no formal de REA se presenta, sin embargo, polarizada entre aquellos que perciben el estudio formal más probable y los que lo perciben menos probable. En general, mientras que las personas que aprenden en un contexto no formal se muestran entusiastas del uso de recursos gratuitos en la red, se observa la falta de entendimiento del concepto de REA entre los diferentes grupos encuestados. La última sección explora una serie de conclusiones entre las que se encuentran...

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Fulfilling the promise: do MOOCs reach the educationally underserved?

Cited by 46 publications

References 9 publications

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents

Who are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources

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