An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea

Doo, Min Young; Bonk, Curtis J.; Kim, Jungwon

doi:10.1007/s12528-021-09270-6

Cited by 7 publications

(6 citation statements)

References 53 publications

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“…Others pointed to a range of factors such as conflicts arising in learners home and work lives, their perception of the course design or pedagogy, the perceived usefulness of the material, or the learner's ability to manage time effectively (Eriksson et al, 2017;Hood et al, 2015;Wang & Baker, 2018). Several studies have found that the possession of certain personal characteristics such as goal orientation, grit, and time management had an impact on completion rates (Doo et al, 2021;Fellman et al, 2020;Gupta, 2021;Kroll & Reed, 2017). This work has given important insight into the broad trends of learner behavior in MOOCs, though questions still remain about how the learners describe their own course behavior and outcomes, particularly regarding when they choose to pay or audit the course for free, earn a certificate or not, and how they define completion.…”

Section: Related Workmentioning

confidence: 99%

Investigating Learners Perceptions of Completion and Certification in MOOCs

Perdue

2023

9th International Conference on Higher Education Advances (HEAd'23)

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Understanding learners’ perceptions of their own learning outcomes is critical for accurately interpreting those outcomes and planning interventions to help improve them. Past research in massive open online courses (MOOCs) shows that many learners enroll in courses they do not finish, and much research has been conducted investigating the patterns and trends driving this. This paper uses a qualitative methodology to understand how learners perceive course completion and certification, and why they do or do not meet their learning goals. Data were analyzed from fifteen interviews with learners who had enrolled in at least one MOOC. The data suggests that learners have a complex understanding of completion that varies depending on their own goals and access to the material. It also shows that they see certification as distinct from completion, and will only be willing to pursue certification under certain circumstances.

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Section: Related Workmentioning

confidence: 99%

Investigating Learners Perceptions of Completion and Certification in MOOCs

Perdue

2023

9th International Conference on Higher Education Advances (HEAd'23)

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“…On the other hand, due to the need for more advanced reasoning and problem-solving skills for the successful completion of scientific writing, teachers commented on its better suitability for middle and high school students rather than younger children. In fact, scholars have predicted an explosive demand for AI-based scaffolding in secondary and/or post-secondary STEM education in the near future (Maderer, 2017;Becker et al, 2018;Metz and Satariano, 2018;Doo et al, 2021).…”

Section: Artificial Intelligence Scaffolding For Scientific Writing I...mentioning

confidence: 99%

Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing

Kim

2022

Front. Educ.

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Efforts have constantly been made to incorporate AI into teaching and learning; however, the successful implementation of new instructional technologies is closely related to the attitudes of the teachers who lead the lesson. Teachers’ perceptions of AI utilization have only been investigated by only few scholars due an overall lack of experience of teachers regarding how AI can be utilized in the classroom as well as no specific idea of what AI-adopted tools would be like. This study investigated how teachers perceived an AI-enhanced scaffolding system developed to support students’ scientific writing for STEM education. Results revealed that most STEM teachers positively experienced AI as a source for superior scaffolding. On the other hand, they also raised the possibility of several issues caused by using AI such as the change in the role played by the teachers in the classroom and the transparency of the decisions made by the AI system. These results can be used as a foundation for which to create guidelines for the future integration of AI with STEM education in schools, since it reports teachers’ experiences utilizing the system and various considerations regarding its implementation.

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“…Self-directed learning is evident when and where learners take responsibility for organizing and managing their own learning, recognizing gaps in their knowledge, critically appraising information they seek out [44], diagnosing their requirements, perceiving their goals, selecting strategies, and designing their evaluations for performances and outcomes [45]. This experience depends on learners demonstrating intrinsic motivation, integrity, agency, diligence, perseverance and grit towards their learning [46] through being continuously engaged in acquiring, applying and creating knowledge and skills in the context of their unique needs [47]. Adults are found to have a deep need to self-direct [48].…”

Section: Self-directed Learningmentioning

confidence: 99%

Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations

Nash

2021

Challenges

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COVID-19 social distancing limitations have resulted in the utilization of hybrid online formats focused on visual contact among learners and teachers. The preferred option has been Zoom. The focus of one voluntary, democratic, self-reflective university research group—grounded in responses to writing prompts—differed. Demanding a safe space for self-reflection and creative questioning of other participants, the private Facebook group was chosen over video conferencing to concentrate on group members’ written responses rather than on visual contact. A narrative research model initiated in 2015, the 2020/21 interaction of the group in the year’s worth of Facebook entries, and the yearend feedback received from group participants, will be compared with previous years when the weekly group met in person. The aim is to determine the appropriateness of the online platform chosen compared with when the group met in person, pre-COVID-19, and suggest changes to improve future online group meetings. The results in relation to COVID-19 limitations indicate that an important aspect of self-directed learning related to trust arising from team mindfulness is lost when face-to-face interaction is eliminated with respect to the democratic nature of these meetings. With online meetings the new standard, maintaining trust requires improvements to online virtual meeting spaces.

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An investigation of under-represented MOOC populations: motivation, self-regulation and grit among 2-year college students in Korea

Cited by 7 publications

References 53 publications

Investigating Learners Perceptions of Completion and Certification in MOOCs

Investigating Learners Perceptions of Completion and Certification in MOOCs

Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing

Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations

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