Progress and new directions for teaching and learning in MOOCs

Deng, Ruiqi; Benckendorff, Pierre; Gannaway, Deanne

doi:10.1016/j.compedu.2018.10.019

Cited by 209 publications

(175 citation statements)

References 73 publications

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“…In addition, “non‐traditional” students such as ethnic minority students (Harper, ) may feel overwhelmed and separated from dominant student groups in MOOCs—learners who are below 45 years old, well‐educated members of society, and from western, developed countries (Deng, Benckendorff, & Gannaway, ; Deng et al , ). Targeted educational interventions can be effective at serving unique subgroups of students with special needs (Wang & Degol, ).…”

Section: Discussionmentioning

confidence: 99%

Learner engagement in MOOCs: Scale development and validation

Deng¹,

Benckendorff²,

Gannaway³

2019

Brit J Educational Tech

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133

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Ruiqi Deng is a PhD candidate at the University of Queensland. His research interests are MOOCs, online learning environment design and technology-enhanced learning. He received a bachelor's degree from the University of Queensland and a master's degree from Department of Education, University of Oxford. Pierre Benckendorff is an associate professor at the University of Queensland. His research interests are tourism education and scholarship, tourism information technology, and visitor behaviour. He has authored over 90 publications in these areas in leading international journals and is a regular speaker at tourism and higher education research conferences. Deanne Gannaway is a senior lecturer at the University of Queensland. Her research interests are curriculum design, educational evaluation and teaching innovation. She is the program coordinator for professional learning in teaching and is regularly invited to facilitate workshops and seminars across Australasia and beyond. AbstractThe purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590) and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors. InstructionThink about a MOOC you enrolled in and keep this MOOC in mind when answering all the questions. Indicate to what extent you agree with the statements on a 6-point Likert scale:

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Section: Discussionmentioning

confidence: 99%

Learner engagement in MOOCs: Scale development and validation

Deng¹,

Benckendorff²,

Gannaway³

2019

Brit J Educational Tech

Self Cite

133

139

View full text Add to dashboard Cite

show abstract

“…The rapid development and expansion of MOOCs resulted in a growing body of related research, for instance, the investigation of learning effectiveness, challenges of teaching and learning, motivation of both learners and teachers, learners' experience (Bozkurt, Keskin, & de Waard, 2016;Deng, Benckendorff, & Gannaway, 2019;Ebben & Murphy, 2014;Hew & Cheung, 2014;Liyanagunawardena & Williams, 2013;Raffaghelli, Cucchiara, & Persico, 2015;Veletsianos, Collier, & Schneider, 2015;Veletsianos & Shepherdson, 2015).…”

Section: Psychometrics Of Moocs: Measuring Learners' Proficiencymentioning

confidence: 99%

“…Massive open online courses (MOOCs) are one of the most significant technological developments in higher education in the past decade (Deng, Benckendorff, & Gannaway, 2019). MOOCs are large scale web-based courses made by universities, solely or in cooperation with industrial partners, in which anyone with internet access can participate.…”

Section: Introductionmentioning

confidence: 99%

Psychometrics of MOOCs: How to Measure Proficiency?

Abbakumov¹

2020

Preprint

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WORDS OF THANKS I want to thank… … my supervisor, Wim Van den Noortgate, who has guided me during these four years. Our meetings were the highlight of my week. He is an excellent mentor who gave me the freedom and the encouragement to realize my ideas. He gave me his unfailing help and support whenever I needed it. I am deeply grateful for the chance to work with him. … my co-supervisor, Piet Desmet, for his strategic vision and wise comments. … the members of my doctoral jury, Tom Beckers, Jan Elen, Dylan Molenaar, and Matthieu Brinkhuis, for agreeing to read my thesis and attend the defense. … my colleagues and friends,

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“…Today's postdigital spaces, online and offline, are being regulated by technical design and politics. By and large, education and knowledge development are commercialized and instrumentalized (Bauman 2008;Delors 1996;Deng et al 2019;Wakefield et al 2018). A 'critique of digital reason' is a term, adopted by an increasing number of today's critical theorists, that takes into account the control systems and political economy behind the postdigital reality .…”

Section: Postdigital Education: a Common Good (Julia)mentioning

confidence: 99%

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

et al. 2019

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This article is a multi-authored response to an editorial ‵Postdigital Science and Educa-tion′ published in 2018 by Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta and Sarah Hayes in Educational Philosophy and Theory as a mission statement for the journal Postdigital Science and Education. Nineteen authors were invited to produce their sections, followed by two author-reviewers who examined the article as a whole. Authors' responses signal the sense of urgency for developing the concept of the postdigital and caution about attempts at simplifying complex relationships between human beings and technology. Whilst the digital indeed seems to become invisible, we simultaneously need to beware of its apparent absence and to avoid overemphasizing its effects. In this attempt, authors offer a wide range of signposts for future research such as 'the critical postdigital' and 'postdigital reflexivity'; they also warn about the group's own shortcomings such as the lack of 'real' sense of collectivity. They emphasize that postdigital education must remain a common good, discuss its various negative aspects such as smartphone addiction and nomophobia, and exhibit some positive examples of postdigital educational praxis. They discuss various aspects of postdigital identities and point towards the need for a postdigital identity theory. With these varied and nuanced responses, the article opens a wide spectrum of opportunity for the development of postdigital approaches to science and education for the future.

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Progress and new directions for teaching and learning in MOOCs

Cited by 209 publications

References 73 publications

Learner engagement in MOOCs: Scale development and validation

Learner engagement in MOOCs: Scale development and validation

Psychometrics of MOOCs: How to Measure Proficiency?

Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‵Postdigital Science and Education′ (Jandrić et al. 2018)

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