Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions

Ruipérez‐Valiente, José A.; Staubitz, Thomas; Jenner, Matt; Halawa, Sherif; Zhang, Jiayin; Zabala, Ignacio Despujol; Maldonado-Mahauad, Jorge; Montoro, Germán; Peffer, Melanie; Rohloff, Tobias; Lane, Jenny; Turró, Carlos; Li, Xitong; Pérez‐Sanagustín, Mar; Reich, Justin

doi:10.1016/j.compedu.2021.104426

Cited by 36 publications

(12 citation statements)

References 37 publications

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“…Additionally, in its long-term strategic plan, “2040 Vision”, the Omani government specified sixteen areas as national priorities, in all of which MOOCs can be an enabler to enhance the skills and capabilities of the Omani people on a large scale. These recommendations are in sync with the trends extracted from a large-scale study on the role of local/regional MOOC providers in comparison with the global ones by Ruipérez-Valiente et al, ( 2022 ). As supported by the researchers, local/regional MOOC providers have the capability to attract larger local populations, cater to local/regional needs, and capitalize on the reputation and recognition of local institutions.…”

Section: Discussionsupporting

confidence: 72%

Learner readiness for MOOCs in Omani higher education institutions: disparities between projections and reality

Al-Harthi

Ani

2022

Educ Inf Technol

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Section: Discussionsupporting

confidence: 72%

Learner readiness for MOOCs in Omani higher education institutions: disparities between projections and reality

Al-Harthi

Ani

2022

Educ Inf Technol

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“…Finally, although the language people learn in greatly impacts learning ease ( 89 ), language was not discussed much within the included articles. Further research on the extent to which language is a factor in learning through MOOCs may be useful ( 90 ) to support the choices in language options made by MOOC developers.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, included evaluations, focused mainly on short term impacts, such as learner satisfaction and knowledge gain. However, as theoretical knowledge and understanding of a procedure are not always sufficient to ensure changes in clinical practice and patient care ( 90 , 91 ), these evaluations do not allow for deductions of MOOCs effectiveness in improving the quality of care. Nor do they show whether gained understanding can be retained over time.…”

Section: Discussionmentioning

confidence: 99%

Massive Open Online Courses for Health Worker Education in Low- and Middle-Income Countries: A Scoping Review

Nieder

Schwerdtle

Sauerborn

et al. 2022

Front. Public Health

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BackgroundMassive Open Online Courses (MOOCs) have the potential to improve access to quality education for health care workers (HCWs) globally. Although studies have reported on the use of MOOCs in low- and middle-income countries (LMICs), our understanding of the scope of their utilization or access barriers and facilitators for this cohort is limited. We conducted a scoping review to map published peer-reviewed literature on MOOCs for HCW education in LMICs. We systematically searched four academic databases (Scopus, Web of Science, PubMed, ERIC) and Google Scholar, and undertook a two-stage screening process. The analysis included studies that reported on MOOCs relevant to HCWs' education accessed by HCWs based in LMICs.ResultsThe search identified 1,317 studies with 39 studies included in the analysis, representing 40 MOOCs accessed in over 90 LMICs. We found that MOOCs covered a wide range of HCWs' including nurses, midwives, physicians, dentists, psychologists, and other workers from the broader health care sector, mainly at a post-graduate level. Dominant topics covered by the MOOCs included infectious diseases and epidemic response, treatment and prevention of non-communicable diseases, communication techniques and patient interaction, as well as research practice. Time contribution and internet connection were recognized barriers to MOOC completion, whilst deadlines, email reminders, graphical design of the MOOC, and blended learning modes facilitated uptake and completion. MOOCs were predominantly taught in English (20%), French (12.5%), Spanish (7.5%) and Portuguese (7.5%). Overall, evaluation outcomes were positive and focused on completion rate, learner gain, and student satisfaction.ConclusionWe conclude that MOOCs can be an adequate tool to support HCWs' education in LMICs and may be particularly suited for supporting knowledge and understanding. Heterogeneous reporting of MOOC characteristics and lack of cohort-specific reporting limits our ability to evaluate MOOCs at a broader scale; we make suggestions on how standardized reporting may offset this problem. Further research should focus on the impact of learning through MOOCs, as well as on the work of HCWs and the apparent lack of courses covering the key causes of diseases in LMICs. This will result in increased understanding of the extent to which MOOCs can be utilized in this context.

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“…This study was aimed to investigate the relationship between proactive personality and online learning performance, and further test whether learning engagement mediates this relationship. Despite the vast body of literature on the relationship between learner characteristics and online learning performance, most of them focus on demographic variables (e.g., Ghaleb et al, 2021 ; Ruipérez-Valiente et al, 2022 ; Yu, 2021 ), broad personality traits (e.g., Abe, 2020 ; Yu, 2021 ), etc. This study contributes to the literature by investigating the role of a narrow descriptor of personality that highly matches with the environments of online learning.…”

Section: Discussionmentioning

confidence: 99%

How proactive personality promotes online learning performance? Mediating role of multidimensional learning engagement

Chai

Niu

2022

Educ Inf Technol

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Research on online learning effectiveness has experienced a shift towards focusing on learner characteristics or differences. However, little attention has been paid to learners’ personality traits, especially those that highly match with the environmental characteristics of online learning. Guided by recent active learning approach and Model of student differences for learning in online education, this study adopts proactive personality (a dispositional tendency to be active, goal-oriented, and not constrained by environmental forces) as a key predictor and examines whether its relationship with online learning performance is mediated by learning engagement as a multidimensional construct. Using a multi-method approach (including self-reports, log file analysis, and content analysis), this study collected both subjective and objective measures of learning engagement from a total of n = 322 undergraduates. Results showed that proactive personality was positively associated with online learning performance. In addition, this association was mediated by all subjective and certain objective measures of learning engagement. Findings contribute to understanding the impact of proactive personality on online learning performance and the interplay of learners’ individual factors and learning engagement factors in online learning environments. This study recommends promoting learning engagement to realize learners’ online success, especially for those with low levels of proactive personality.

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Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions

Cited by 36 publications

References 37 publications

Learner readiness for MOOCs in Omani higher education institutions: disparities between projections and reality

Learner readiness for MOOCs in Omani higher education institutions: disparities between projections and reality

Massive Open Online Courses for Health Worker Education in Low- and Middle-Income Countries: A Scoping Review

How proactive personality promotes online learning performance? Mediating role of multidimensional learning engagement

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