Analysis of MOOCs practices from the perspective of learner experiences and quality culture

Ossiannilsson, Ebba; Altınay, Fahriye; Altınay, Zehra

doi:10.1080/09523987.2015.1125985

Cited by 26 publications

(20 citation statements)

References 11 publications

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“…FutureLearn has since implemented technology that allows students to request an alternative assignment to review in such cases. Alternatively, a separate 'opt out' stream that allows students who do not wish to complete the task to progress separately (Ossiannilsson et al, 2015), or a quality control step (manual or automated) to filter out summaries that do not contain academic content, could also be used. Estévez-Ayres et al 2013have developed an algorithm for review allocation that minimises the number of students who don't receive peer feedback.…”

Section: Discussionmentioning

confidence: 99%

Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review

Meek

Blakemore

Marks

2016

Assessment & Evaluation in Higher Education

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Many aspects of traditional higher education must be reconceptualised for massive open online courses (MOOCs). Formative and summative assessment of qualitative work in particular requires novel approaches to cope with the numbers involved. Peer review has been proposed as one solution, and has been widely adopted by major MOOC providers but there is currently little evidence about whether it is appropriate in the MOOC context, or under what conditions. Here, we examine student participation, performance and opinions of a peer review task in a biomedical science MOOC. We evaluate data from approximately 200 student topic summaries and 300 qualitative peer reviews of those summaries, and compare these to student demographic data (gender, age, employment status, education, national language) and to performance in multiple choice tests (MCQs). We show that higher performance in the written topic summary correlated with both higher participation in the peer review task, and with writing higher quality peer reviews. Qualitative analysis of student comments revealed that student opinion on the usefulness of the peer review task was mixed: some strongly believed it benefitted their learning, while others did not find it useful or did not participate. We suggest instructional design strategies to improve student participation and increase learning gain from peer review in the MOOC context.

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Section: Discussionmentioning

confidence: 99%

Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review

Meek

Blakemore

Marks

2016

Assessment & Evaluation in Higher Education

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Section: The Opportunities and Challenges Of The Moocmentioning

confidence: 99%

“…Ossiannilsson et al [43] did a system literature review in order to identify factors affecting the quality of MOOCs. They concluded that the present research study identifies learning design and learning environment as key factors affecting experience and quality [43]. This research highlights some elements that affect the design of the MOOC, including the relevance of content to the learners, the design of instruction and guidance, the length and complexity level of the reading materials, the forms of assignments, etc.…”

Section: The Opportunities and Challenges Of The Moocmentioning

confidence: 99%

Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents

Aksela

Halonen

2016

Education Sciences

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Sustainable energy is one of the biggest global challenges today. This paper discusses how we can promote adolescents' learning of sustainable energy with the help of an international massive open online course (MOOC). The aim of this case study is to understand: (i) What do the adolescents find relevant in the MOOC course about sustainable energy? and (ii) What are the opportunities and challenges of the MOOC for the adolescents to learn sustainable energy? In our study, 80 voluntary adolescents around the world, who were at least 15 year old, took part in two surveys. The themes of our MOOC course were, e.g., sustainable growth, solar power, wind power, biofuel production and smart power generation. This 38 work-hour, free of charge, online course includes an introduction video, interviews of specialists, lecture videos, reading materials of the newest research and multiple choice questions on the topics. Research data was classified by using content analysis. The study indicates that adolescents feel that both the MOOC course and sustainable energy as a subject are relevant to them. Their decision to take part in an online course was mostly influenced by individual relevance and partly influenced by both societal and vocational relevance, according to the relevancy theory used. The MOOC was experienced to be relevant for the three following reasons: (i) good content (e.g., energy production) and implementation of the course; (ii) the course makes it possible to study in a new way; and (iii) the course is personally useful. The characteristics of the MOOC, such as being available anywhere and anytime, free access, and online learning, bringing out a flexible, new way of learning and thus promoting Education for Sustainable Development (ESD) in the context of sustainable energy at school level around the world. This MOOC provided the school students with choice-based learning and expanded their learning opportunities in understanding sustainable energy. In the designing of MOOCs for studying sustainable energy, it is important to take the following things into consideration: (i) the balance between theory and practical examples; (ii) the support for interaction; and (iii) other support (e.g., technical and learning strategies) for students. Communication with other learners and getting feedback from teachers and tutors remain the vital challenges for the developers of MOOCs in the future.

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“…Finally, some papers narrowed their scope in analysing MOOC research. For instance, Ossiannilsson, Altinay, and Altinay (2016) reviewed MOOC research with the aim of identifying factors that affect learner experience and quality issues in MOOCs. Similarly, Saadatdoost, Sim, Jafarkarimi, and Mei Hee (2015) examined MOOC studies from the perspective of education and information systems, and Calonge and Shah (2016) analysed MOOC literature in terms of graduate skills gaps and employability.…”

Section: Introductionmentioning

confidence: 99%

What Research Says About MOOCs – An Explorative Content Analysis

Zawacki‐Richter

Bozkurt

Alturki

et al. 2018

IRRODL

108

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Analysis of MOOCs practices from the perspective of learner experiences and quality culture

Cited by 26 publications

References 11 publications

Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review

Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review

Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents

What Research Says About MOOCs – An Explorative Content Analysis

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