Applying MOOCocracy learning culture themes to improve digital course design and online learner engagement

Akinkuolie, Babatunde; Shortt, Mitchell

doi:10.1007/s11423-020-09936-5

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…MOOC construction is costly and requires careful organization and production, but due to a lack of funds and experience, many courses are of poor quality, which affects students' enthusiasm for learning to some extent [57]. Research shows that students have a low participation rate as well as willingness to continue the learning, and MOOC completion rates are usually low, at 5-10% [58]. Students' enthusiasm for learning is not very high, and many of them passively participate in MOOC learning, so they pay little attention to the course.…”

Section: Results Of Traditional Kano Analysismentioning

confidence: 99%

Analysis of MOOC Quality Requirements for Landscape Architecture Based on the KANO Model in the Context of the COVID-19 Epidemic

Qiao

Zhang

2022

Sustainability

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COVID-19 has had a severe impact on higher education worldwide, and Massive Open Online Courses (MOOCs) have become the best solution to reduce the impact of the COVID-19 on student learning. In order to improve the quality of MOOCs for Landscape Architecture, it is essential to fully understand the psychological needs of students learning online. A total of 119 undergraduates and postgraduates majoring in landscape architecture were selected as the research subjects, and 18 indicators falling into 5 functions, including course organization, course resources, learning environment, learning experience, and learning support were screened. Questionnaires based on the KANO model were prepared at wjx.cn for investigation through WeChat. Attributes were classified according to the traditional KANO model and the KANO model based on Better-Worse coefficients. The research showed that based on the classification results of the traditional KANO model, 17 of the 18 indicators were of the attractive quality factor and the rest were of the must-be quality factor. After reclassification using the KANO model based on Better-Worse coefficients, 4 of the 18 indicators were must-be quality factors, 6 were one-dimensional quality factors, 4 were attractive quality factors, and the rest 4 were indifferent quality factors. Compared to the traditional KANO model, the KANO model based on Better-Worse coefficients has better quality element classification discrimination. According to the KANO-based analysis, appropriate strategies for indicators shall be adopted for MOOC development according to the four types of quality requirements. The research can provide a basis for the development and optimization of MOOCs for landscape architecture so as to better meet the learning needs of students and achieve better learning effects.

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Section: Results Of Traditional Kano Analysismentioning

confidence: 99%

Analysis of MOOC Quality Requirements for Landscape Architecture Based on the KANO Model in the Context of the COVID-19 Epidemic

Qiao

Zhang

2022

Sustainability

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“…One of the biggest challenges is to present information in a way that is both engaging and easy to understand, without overwhelming the students with too much content (Alsuwaida, 2022). Another important aspect is to encourage collaboration and interaction among students, which can be difficult to achieve in an online environment (Akinkuolie & Shortt, 2021). It's clear that we need to find new and innovative ways to design online courses that are more effective and engaging, and that can help students achieve their learning goals (McDonald, 2023;Mei et al, 2021;Yoon et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Open and Collaborative Innovation for the Social Construction of Learning: Descriptive Analysis of an xMOOC Design

Minga-Vallejo,

Ramírez-Montoya,

Rodríguez-Conde

2024

Sage Open

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In education, technological advances have boosted digital processes that expand training possibilities, such as xMOOCs (eXtended Massive Open Online Courses). The purpose of this study was to analyze the design of the xMOOC in the light of open and collaborative innovation and the social construction of learning. The quantitative method and descriptive statistical analysis were used to analyze the perceptions of eight expert’s MOOC developers based on the results of a Likert scale questionnaire. The results were integrated with a previous study carried out with inferential statistics on 217 xMOOC students. The findings revealed two approaches to innovation to support the social construction of learning and its challenges: (a) design and teaching-learning strategies that integrate social learning activities; (b) learning objectives to strengthen social learning activities through pedagogical and technological innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and stakeholders in MOOC design, the social construction of learning, and open and collaborative innovation.

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Learner Engagement in Online Learning During Covid-19 Period for Future Projections

Beyoğlu¹,

Aksal²,

Altınay³

et al. 2022

Resilience and Future of Smart Learning

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Applying MOOCocracy learning culture themes to improve digital course design and online learner engagement

Cited by 4 publications

References 12 publications

Analysis of MOOC Quality Requirements for Landscape Architecture Based on the KANO Model in the Context of the COVID-19 Epidemic

Analysis of MOOC Quality Requirements for Landscape Architecture Based on the KANO Model in the Context of the COVID-19 Epidemic

Open and Collaborative Innovation for the Social Construction of Learning: Descriptive Analysis of an xMOOC Design

Learner Engagement in Online Learning During Covid-19 Period for Future Projections

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