MOOC learners' time‐investment patterns and temporal‐learning characteristics

Abstract

Background: Failure to effectively organize and manage learning time is an important factor influencing online learners' performance. Investigation of time-investment patterns for online learning will provide educators with useful knowledge of how learners engage in and regulate their online learning and support them in tailoring online course design and teaching. However, understanding of how learners invest and manage their time during online learning remains limited.Objectives: This study aims to discover the typical time-investment patterns of MOOC learners and their temporal-learning characteristics based on a systematic time-investment analysis framework and their relationship with learning performance.Methods: Based on a proposed time-investment-analysis framework, this study applied statistical, cluster and lag sequential analyses to investigate learners' timeinvestment patterns and their relationships with learning performance, session time allocation, and learning sequences by analysing the learning data from 12,463 participants of a Massive Open Online Course (MOOC) in China. Results and Conclusions:Seven time-investment patterns of MOOC learners were defined, and learning performance was found to differ among them. Further analysis shows that high performers invested time throughout the whole course and allocated time to multiple activities, exam-takers performed better in time management and produced more behavioural sequences related to cognitive strategy and recourse use, and learners' motivation and prior knowledge affected the management and effectiveness of their time investment. Implications:The results support the recognition and evaluation of online learning time-investment patterns and suggest relevant cues for improving MOOC design and teaching.

Análisis bibliométrico del aprendizaje de lenguas con apoyo tecnológico: Tendencia de LMOOC en China

“…Due to the worldwide development of LMOOCs, in China it has become a relevant field of applied linguistics, which is increasingly attracting attention (Chen, 2022). With adapted MOOC pedagogy, better platforms, easier access to technology, and a general increase in digital literacy, students from different backgrounds can enjoy learning through LMOOCs in line with their own needs and learning pace (Li et al, 2022a). In addition, since language teaching and learning differ from other disciplines, it is essential to pay attention to the technical and management aspects of LMOOC courses .…”

A Systematic Review on Engagement, Motivation, and Performance in MOOCs During the Post-Pandemic Time

“…Conversely, although extrinsically motivated learners may occasionally achieve favorable results, their progress tends to be passive since they lack autonomy, which limits their involvement (Tang et al, 2018). In MOOCs, individuals who participate due to a waning interest in the course content are prone to instability, unsustainability, and cognitive inertia, attributable to unclear objectives and a dearth of impetus, adversely affecting their learning efficacy (Li et al, 2022). The most important thing is that participation is not a whim.…”

Course Design Approaches and Behavioral Patterns in Massive Open Online Courses for Professional Learning

“…Compared to explorers, certificate achievers exhibited more bidirectional behaviors in terms of interactive and course-related activities, as well as more repetitive behaviors in terms of course-related and graded assessment activities. Li et al (2021) explored MOOC learners' time investment patterns and their relationships with learning performance, session time allocation, and learning sequences by analyzing the data from a Chinese MOOC. Seven time-investment patterns of MOOC learners were defined, and learning performance differed among them.…”