Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs

Abstract

With the rapid development of web techniques, information and communication technology is being increasingly used in curricula, and learning portfolios can be automatically retrieved and maintained as learners interact through e-learning platforms.Further, massive open online courses (MOOCs), which apply such technology to provide open access to hundreds and thousands of learners, have recently gained popularity in higher education. Learning styles refer to an individual's approach to learning based on their preferences, strengths and weaknesses. It was speculated that different learning styles could affect a learner's preference for MOOCs. Therefore, in this study, we investigated the influence of learning styles on the learners' intentions to use MOOCs. The participants comprised 184 undergraduate students, who were surveyed regarding their learning experiences, motivation and intentions to use MOOCs. The results showed that learners with a high-reflective learning style tended to have less experience in using MOOCs. Using the K-means algorithm, we also clustered the multiple learning styles and found a 90% probability that the type of learning styles does influence learner intentions. Finally, we explored the reasons why learners used MOOCs, analyzed the learning approaches that could assist learning in MOOCs and examined the correlation between learning styles and user intention.

Exploratory study of MOOC learners’ demographics and motivation: The case of students involved in groups

“…These findings to some extent do not differ from previous studies that report skills development, exploration of areas of interest, and the desire to learn new concepts as motivating factors for learners to register in MOOCs (Chang et al, 2015). However, compared to other studies (Radford et al, 2015;Stokes, Towers, Jinks & Symington, 2015;Zhong et al, 2016), earning credits and the relationship with participants' program, which can be assimilated to educational pursuit in previous studies, are not as important as friends when it comes to stirring students to enroll into a MOOC.…”

“…Still, these studies on MOOC learners' motivation did not investigate the motivation of learners assigned to groups in MOOCs. Furthermore, unfamiliarity with online environments, preference for physical classroom, lack of face-to-face interactions, absence of real group discussion time, and fear of MOOCs operation were also identified in the literature as main reasons for not enrolling in a MOOC (Chang et al, 2015). Chang et al (2015) study seems to suggest that creating groups, establishing interactions within MOOCs, and learners' familiarity with online environments can motivate students to participate in a MOOC.…”

“…In their survey of MOOC students, Chang, Hung and Lin (2015) found that instructor's suggestions, development of professional skills, and the possibility to explore areas of interest also motivated learners to participate in MOOCs. Belanger and Thornton (2013), in a pre-and post-course survey of MOOC students' motivation for enrolling, identified the following: students enrolled to support lifelong learning or to gain an understanding of the subject matter with no specific completion or achievement expectations; students signed up for fun, entertainment, social experience and intellectual stimulation; students enrolled for convenience often because of barriers to traditional education options; and students also registered to explore or experience online education.…”

Open Learning Systems for Learners with Capabilities as Innovators at State University of Malang

“…The condition of learners must be in line so that the policy of the institution. G aya learn students with character innovators as the basis for managing students from every generation [29], [31]- [35]. The development of the study of learning styles shows the development of more than 70 learning styles reported in hundreds of published studies from the educational and psychological research literature.…”

The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015)

“…Similarly, there is the study by Chang, Hung, and Lin (2015) who researched the communication channels with the objec tive of reducing dropout rates and finding methods for encouraging participation on MOOC courses. These authors state that «giving students more opportunities for group study can also improve their parti cipation as solution to problems and ideas can be inspired through discussions with other students» (Chang, Hung, and Lin, 2015 p. 539).…”