Linking learner factors, teaching context, and engagement patterns with<scp>MOOC</scp>learning outcomes

Deng, Ruiqi; Benckendorff, Pierre; Gannaway, Deanne

doi:10.1111/jcal.12437

Cited by 52 publications

(34 citation statements)

References 93 publications

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“…MOOCs grades, behavioral (Phan et al, 2016) outcomes and social engagement were found to have favorable connections (Gillani & Eynon, 2014;Torres & Beier, 2018). According to these studies, educators and learning designers are encouraged to include learning activities in MOOCs relevant to career demands, in order to increase learners' extrinsic motivations (Deng et al, 2020). In this report, the researchers also said that learners' engagement might be further stimulated by cognitively engaging the course and by inserting suitable formative assessment into such tasks.…”

Section: Learning With Moocsmentioning

confidence: 97%

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The Efficacy of Promoting Financial Literacy with MOOC among Economics Pre-Service Teachers

Yin

Watson

Yusof

2021

IJLTER

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It is important to educate financial literacy to pre-service teachers to manage their money well and to disseminate the knowledge to their students. The study aimed to examine the effectiveness of MOOC in promoting financial literacy among pre-service teachers. This paper also examines the correlation among the variables of financial literacy, collaborative skills, problem-solving, accountability, and decision-making. Pre-service teachers' views were discussed after attending the MOOC. The study adopted a mixed-method research design. A total of 100 pre-service teachers were selected through a random-sampling technique to participate in the survey. A purposive sampling technique was used to pick five of the participants for the follow-up interview. The quantitative data were analyzed with descriptive and inferential statistics, while the qualitative data were analyzed on the basis of content analysis. The quantitative method yielded favourable descriptive statistics; and they also showed a significant relationship between financial literacy and MOOC. The variables indicated some correlations. The qualitative results also revealed the positive responses of financial literacy, collaborative skills, problem-solving, accountability, and decision-making. The course design and participants' engagement are the key factors of the success of MOOCs. Future research should emphasize the incorporation of financial literacy into different subjects. Educators and researchers could well provide more online learning in addition to those activities that combine financial literacy in other courses.

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Section: Learning With Moocsmentioning

confidence: 97%

“…Learners worldwide have benefitted from MOOCs (Sidek et al, 2019;Gabaree et al, 2020;). During the Covid-19 pandemic, learners were able to evaluate their courses at home.…”

Section: Learning With Moocsmentioning

confidence: 99%

The Efficacy of Promoting Financial Literacy with MOOC among Economics Pre-Service Teachers

Yin

Watson

Yusof

2021

IJLTER

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“…Reason cited was not adequate users of MOOCs available in their sampling frame to carry out probability sampling (Alraimi et al, 2014;Shapiro et al, 2017). Non-probability sampling method used by the majority of researchers may skew sample representations and therefore the generalizability of research findings (Stich & Reeves, 2016) hence a strong need to apply probability sampling method to collect data (Deng et al, 2020;Mulik et al 2018) to generalize research findings.…”

Section: Over Dependence On Quantitative Techniquesmentioning

confidence: 99%

Trends and Future Prospects in MOOC Researches: A Systematic Literature Review 2013–2020

Meet

Kala

2021

CONT ED TECHNOLOGY

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Advent of internet has a revolutionary impact on every sector of economy and so is with the education sector, which has witnessed the evolution of online education through scalable educational technology, namely, Massive Open Online Courses (MOOCs). The purpose of this paper is to summarize the pool of available knowledge related to MOOCs in the scholarly literature, published during the period 2013-2020. One hundred and two available published studies in peer reviewed journals & conferences searched in major academic databases have been reviewed and presented in the systematic literature review. The findings have been divided under the various research themes of MOOCs including geographical contribution of MOOC studies, citation trends, prominent research themes, theoretical frameworks and methodological rigor in the existing scholarly works. The results demonstrate that most empirical research were conducted by the researchers having affiliation to institutions based out of United States followed by institutions in the developing economies of China and India. The most focused area of research in MOOCs is on MOOC adoption. Limited research has happened on poor MOOC completion status, the instructor-related topics and on democratization of MOOC. Thrust areas of MOOC researches and future research directions are also discussed.

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“…The classification of engagement styles is based on what activities are undertaken and how often they are participated in by a learner throughout the course [30]. Studies [31][32][33] have demonstrated contradictory results regarding performance by learners with different engagement styles. On the one hand, the more learners engage with course activities, the better they perform [7].…”

Section: Engagement Styles and Performancementioning

confidence: 99%

Learners’ Performance in a MOOC on Programming

2021

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In every course, there are learners who successfully pass assessments and complete the course. However, there are also those who fail the course for various reasons. One of such reasons may be related to success in assessment. Although performance in assessments has been studied before, there is a lack of knowledge on the degree of variance between different types of learners in terms of scores and the number of resubmissions. In the paper, we analyse the performance in assessments demonstrated by non-completers and completers and by completers with different engagement levels and difficulty-resolving patterns. The data have been gathered from the Moodle statistics source based on the performance of 1065 participants, as regards their completion status, the number of attempts made per each programming task and quiz, and the score received per quiz. Quantitative analysis was performed with descriptive statistics and non-parametric tests. Non-completers and completers were similar in resubmissions per quiz, but the former, expectedly, made more resubmissions per programming task and received lower quiz scores. Completers made more attempts per task than per quiz. They could provide a correct solution with a few resubmissions and receive good scores already at a pragmatic engagement level. At the same time, the increased use of help sources in case of difficulties was also associated with a higher number of attempts and lower quiz scores received. The study may have implications in understanding the role of assessments in dropouts and how completers with different engagement and difficulty-resolving patterns cope with assessments.

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Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Cited by 52 publications

References 93 publications

The Efficacy of Promoting Financial Literacy with MOOC among Economics Pre-Service Teachers

The Efficacy of Promoting Financial Literacy with MOOC among Economics Pre-Service Teachers

Trends and Future Prospects in MOOC Researches: A Systematic Literature Review 2013–2020

Learners’ Performance in a MOOC on Programming

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