How Learners’ Interactions Sustain Engagement: A MOOC Case Study

Sunar, Ayşe Saliha; White, Su; Abdullah, Nor Aniza; Davis, Hugh C.

doi:10.1109/tlt.2016.2633268

Cited by 113 publications

(95 citation statements)

References 19 publications

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“…Differences between these courses and traditional courses lie in several dimensions, involving admission condition, learning motivation, teaching methods, the management of learners, the interactions between teachers and learners [5,6]. Analyzing learning behaviors has become a hot topic in the MOOC community, which includes the achievements of learners [7,8], the interactions among arXiv:1809.07170v2 [physics.ed-ph] 16 Jul 2019 learners [9], the visual analysis of course data [10], the assessment of courses [11], and so on.…”

Section: Introductionmentioning

confidence: 99%

Modelling the dropout patterns of MOOC learners

Xie

2020

Tinshhua Sci. Technol.

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We adopted survival analysis for the viewing durations of massive open online courses. The hazard function of empirical duration data is dominated by a bathtub curve and has the Lindy effect in its tail.To understand the evolutionary mechanisms underlying these features, we categorized learners into two classes due to their different distributions of viewing durations, namely lognormal distribution and power law with exponential cutoff. Two random differential equations are provided to describe the growth patterns of viewing durations for the two classes respectively. The expected duration change rate of the learners featured by lognormal distribution is supposed to be dependent on their past duration, and that of the rest learners is supposed to be inversely proportional to time. Solutions to the equations predict the features of viewing duration distributions, and those of the hazard function. The equations also reveal the feature of memory and that of memorylessness for the viewing behaviors of the two classes respectively.

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Section: Introductionmentioning

confidence: 99%

Modelling the dropout patterns of MOOC learners

Xie

2020

Tinshhua Sci. Technol.

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“…Widespread acceptance among instructors and learners since its introduction in 2008 does not prevent the Massive Open Online Course (MOOC) from receiving a number of criticism in its implementation. Some of the major issues is pertaining on its web content weaknesses, despite its importance in maintaining learner's engagement as supported by [1]. To overcome this, previous research by [2] have proposed a web content quality model for MOOC from the perspective of content providers, which takes into consideration the aspects of external and internal quality.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Web Content Quality Factors for Massive Open Online Course using the Rasch Model

Rahman¹,

Zulzalil²,

Ishak³

et al. 2020

IJACSA

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The lack of understanding among content providers towards the quality of MOOC motivates the development of several MOOC quality models. However, none was focused on the web content from the perspective of content providers or experts despite the facts that their views are important particularly in the development phase. MOOCs learners and instructors definitely understand the functional external quality, but content providers have better understanding to the internal qualities, which is required during the development phase. The initial quality model for MOOC web content based on 7C's of Learning Design and PDCA model for continuity have been proposed, consisted of nine categories and 54 factors. This research focuses on the validation towards the proposed model by content providers and experts to provide systematic evidence of construct validity. This involved two main processes; content validity test and survey on acceptability. The content validity test was conducted to confirm the agreeability of proposed categories and factors among respondents. The Dichotomous Rasch model was utilized to explain the conditional probability of a binary outcome, given the person's agreeability level and the item's endorsability level. Subsequently, the survey on acceptability was conducted to obtain confirmation and verification from the experts group pertaining on MOOC web content quality factors. Rasch Rating Scale model was used since it specifies the set of items, which share the same rating scale structure. The usage of the Rasch Model in instrument development generally ease variable measurement by converting the nonlinear raw data to linear scale, while assists researchers in tackling fitness validation and other instrumentation issues like person reliability and unidimensionality. This paper demonstrates the strengths of applying Rasch Model in construct validation and instrument building, which provides a strong foundation for the model adaptation as a methodological tool. Keywords-Web content; quality model; hierarchical model; Rasch Model; rating scale; survey reliability578 | P a g e www.ijacsa.thesai.org

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“…In order to improve teaching and learning in MOOCs, researchers have been investigating MOOCs from different perspectives such as stakeholders [6], design [1], MOOC pedagogy [2], learners' engagement [3], its effect on higher education [4], MOOC forums [7], [8] predicting performance [9]- [12] and possible improvements [13].…”

Section: Introductionmentioning

confidence: 99%

Who Is the English as a Second Language Speaker in this MOOC?

Doğan¹,

Sunar²,

Duru³

et al. 2018

IJIET

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Abstract-Massive Open Online Courses have been widely used all over the world in recent years in entirely online learning context or as blended learning on campus. Most of these courses are offered in English. A high percentage of the users, however, are speaking English as a second language. Some of the authors of this paper who either used MOOCs for blended learning or a research subject are English as a second language speakers as well. They have observed whilst teaching students at university during blended teaching using MOOCs that the students struggle in courses offered in English. This has motivated us to explore this issue in MOOCs to contribute to the pedagogy of MOOCs. The main question that we consider is how can these platforms give a better experience to second language English speakers. There are many sub-problems of this big research question. In this paper we would like to briefly present our initial findings and give an overview of the research on this area.

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How Learners’ Interactions Sustain Engagement: A MOOC Case Study

Cited by 113 publications

References 19 publications

Modelling the dropout patterns of MOOC learners

Modelling the dropout patterns of MOOC learners

Analysis of Web Content Quality Factors for Massive Open Online Course using the Rasch Model

Who Is the English as a Second Language Speaker in this MOOC?

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