Learning engagement in massive open online courses: A systematic review

Abstract

Although massive open online courses (MOOCs) increase the number of choices in higher education and enhance learning, their low completion rate remains problematic. Previous studies have shown that learning engagement is a crucial factor influencing learning success and learner retention. However, few literature reviews on learning engagement in MOOCs have been conducted, and specific data analysis methods are lacking. Moreover, the internal and external factors that affect learning engagement have not been fully elucidated. Therefore, this systematic literature review summarized articles pertaining to learning engagement in MOOCs published from 2015 to 2022. Thirty articles met the inclusion and quality assurance criteria. We found that (1) learning engagement can be measured through analysis of log, text, image, interview, and survey data; (2) measures that have been used to analyze learning engagement include self-report (e.g., the Online Learning Engagement Scale, Online Student Engagement Questionnaire, and MOOC Engagement Scale) and automatic analysis methods [e.g., convolutional neural network (CNN), bidirectional encoder representations from transformers-CNN, K-means clustering, and semantic network analysis]; and (3) factors affecting learning engagement can be classified as internal (learning satisfaction, etc.) or external (curriculum design, etc.). Future research should obtain more diverse, multimodal data pertaining to social engagement. Second, researchers should employ automatic analysis methods to improve measurement accuracy. Finally, course instructors should provide technical support (“scaffolding”) for self-regulated learning to enhance student engagement with MOOCs.

Developing a Next-Generation Model for Massive Digital Learning

“…For example, Stanford researchers have used an AI tool to analyze transcripts of classes and provide timely feedback to teachers, increasing the use of an engagement strategy called "student uptake"-i.e., incorporating and building upon student contributions in class discussions-by 13%, which improved student learning and satisfaction. [16] A recent systematic review highlights multiple approaches to analyzing student engagement including automated analysis of log, text, image, interview, and survey data [17]. Another review assesses the impact of self-directed learning on student motivation and learning outcomes, finding a medium effect size across fourteen studies [18].…”

Key technologies and case implementation of online course

“…A variety of teaching resources, such as video animation and in-class quizzes, stimulate the interest of students in the course and their thinking on knowledge points and help students to deepen their cognition of the subject and build a complete knowledge system [12]. At present, online courses have developed into a personalized learning system that allows students to learn and explore autonomously [19].…”

Aprendizagem Autorregulada em MOOCs por meio de um Painel para Visualização de Dados

“…Os MOOCs, do inglês Massive Open Online Courses, são plataformas de aprendizagem online de acesso aberto que facilitam a interação entre pares e o compartilhamento de conhecimento, e são importantes para oportunizar o acesso à educação para mais pessoas, oferecendo o aprendizado em qualquer lugar e horário, além do potencial de envolver diversos grupos de estudantes internacionais, transcendendo as fronteiras geográficas e sociais [Wang et al 2022] [Moe 2015]. Desde a sua criação, passaram por algumas transformações e têm sido considerados uma inovação disruptiva na educação, e nos últimos anos, especialmente após a pandemia do coronavírus , os MOOCs se tornaram mais populares em todo o mundo [Vilkova 2019].…”

“…Esses ambientes caracterizados por sua natureza massiva e aberta, atraem uma diversidade de alunos que diferem em ritmos de aprendizado e níveis de engajamento de acordo com suas origens e motivações [Yousef et al 2015] [Alonso-Mencía et al 2020] [Reparaz et al 2020] [Moe 2015]. Desta forma, os MOOCs exigem que os alunos sejam autônomos e criem seu próprio caminho de aprendizagem com pouca ou nenhuma tutoria para ajudá-los, ou seja, os alunos de MOOCs precisam ser capazes de autorregular sua aprendizagem [Vilkova 2019] [Alonso-Mencía et al 2020] [Wang et al 2022.…”