Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description

Claflin, Suzi B.; Gates, Rachael; Maher, Maree; Taylor, Bruce

doi:10.2196/16687

Cited by 22 publications

(13 citation statements)

References 12 publications

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“…PDMOOC completion was significantly associated with some demographic and motivational factors, although these effects were small. Gender did not affect likelihood of completion, but age did, consistent with previous reports of predictors of MOOC completion [ 34 , 35 ]. PDMOOC completion was most likely for participants aged between 50 and 70 years, suggesting a stronger interest in the information provided among this age group.…”

Section: Discussionsupporting

confidence: 89%

“…High participant satisfaction (80% or more) has been reported in previous evaluations of health and medicine MOOCs [ 35 , 45 ]. A review of internet-based multidomain brain health programs found generally positive user experiences [ 44 ], suggesting that this mode of delivery is appropriate.…”

Section: Discussionmentioning

confidence: 75%

“…For education and country of residence, the group difference in completion rate was just 3%. Higher formal education levels have predicted MOOC completion in some previous studies [ 34 , 35 ] but not others [ 37 ]. Given that lower educational attainment itself is one of the modifiable risk factors for dementia [ 1 ], it is appropriate to ensure that educational initiatives promote accessibility and accommodate those from lower educational backgrounds to maximise completion.…”

Section: Discussionmentioning

confidence: 90%

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Educating the masses to address a global public health priority: The Preventing Dementia Massive Open Online Course (MOOC)

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Fair²,

Klekociuk³

et al. 2022

PLoS ONE

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Dementia is a global public health priority and risk reduction is an important pillar of the public health response. While 40% of cases are estimated to be attributable to modifiable health and lifestyle risk factors, public awareness of the evidence is low, limiting peoples’ opportunity to adopt risk-reducing behaviours. To address this gap, we designed, implemented, and evaluated an educational intervention, the Preventing Dementia Massive Open Online Course (PDMOOC). This mixed-methods study examined the reach and impact of the free and globally available PDMOOC, to assess its potential to provide effective dementia risk reduction education to a broad international audience. Over 100,000 individuals participated in the PDMOOC across seven iterations from 2016 to 2020, with 55,739 of these consenting to participate in research. Their mean age was 49 years (SD = 15), they came from 167 different countries, and the majority were female (86%), had completed post-secondary education (77%), lived in high-income countries (93%) and worked in health care and social assistance (63%). This demographic profile changed across time, with more men, people with higher education and people from low- and middle-income countries participating in recent course iterations. Two-thirds of participants completed the PDMOOC; completion was associated with being aged 50 to 70 years, residing in a high-income country, having tertiary education, and working in the health sector. Participants reported high levels of satisfaction with the PDMOOC, improved dementia risk reduction understanding and self-efficacy, increased motivation to maintain healthy lifestyles, and, importantly, application of their learning to health behaviour change with the potential to reduce their dementia risk. The PDMOOC educated a large global audience about dementia risk reduction, which contributed to participants making risk-reducing behaviour changes. This suggests MOOCs can be a successful public health strategy to improve dementia risk reduction understanding.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 75%

Section: Discussionmentioning

confidence: 90%

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Educating the masses to address a global public health priority: The Preventing Dementia Massive Open Online Course (MOOC)

Farrow

Fair²,

Klekociuk³

et al. 2022

PLoS ONE

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“…Massive open online course (MOOC) research is an emerging field [ 1 , 2 ]. The work done to date has focused on participant engagement, particularly course completion [ 3 ], which has presented a challenge for MOOCs because MOOCs have a mean 5% to 15% completion rate [ 4 ]. Few studies have evaluated course material appropriateness, participant satisfaction, and reasons for noncompletion.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Course Completion, Appropriateness, and Burden in the Understanding Multiple Sclerosis Massive Open Online Course: Cohort Study

Claflin¹,

Campbell²,

Doherty³

et al. 2021

J Med Internet Res

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Background Massive open online course (MOOC) research is an emerging field; to date, most research in this area has focused on participant engagement. Objective The aim of this study is to evaluate both participant engagement and measures of satisfaction, appropriateness, and burden for a MOOC entitled Understanding Multiple Sclerosis (MS) among a cohort of 3518 international course participants. Methods We assessed the association of key outcomes with participant education level, MS status, caregiver status, sex, and age using summary statistics, and 2-tailed t tests, and chi-square tests. Results Of the 3518 study participants, 928 (26.37%) were people living with MS. Among the 2590 participants not living with MS, 862 (33.28%) identified as formal or informal caregivers. Our key findings were as follows: the course completion rate among study participants was 67.17% (2363/3518); the course was well received, with 96.97% (1502/1549) of participants satisfied, with an appropriate pitch and low burden (a mean of 2.2 hours engagement per week); people living with MS were less likely than those not living with MS to complete the course; and people with a recent diagnosis of MS, caregivers, and participants without a university education were more likely to apply the material by course completion. Conclusions The Understanding MS MOOC is fit for purpose; it presents information in a way that is readily understood by course participants and is applicable in their lives.

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“…12 This combined model is able to fully mobilize the enthusiasm and participation of students and effectively improve their ability to learn and find and solve problems independently. [13][14][15][16] There is timely interaction in the MOOC process, including interaction between students and interaction between teachers and students.…”

Section: Introductionmentioning

confidence: 99%

Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology

Wang

Sun

Mei

et al. 2021

IJGM

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Background This study aims to evaluate the feasibility, acceptability, and effectiveness of massive open online courses (MOOCs) in combination with flipped classroom teaching in the standard training of resident physicians (resident physician trainees). Methods A total of 110 resident physician trainees enrolled in 2018, with a major in Internal Medicine, were selected and divided into a control group (n = 55) who experienced traditional teaching methods and an experimental group (n = 55) who experienced MOOCs plus flipped classroom teaching. Their post-class test scores and satisfaction questionnaires were compared. Results The test scores (80.60 ± 7.65) of resident physician trainees in the experimental group were higher than those of the control group (77.05 ± 8.08), and the difference was statistically significant (P < 0.05). The experimental group trainees were highly satisfied with the MOOC + flipped classroom program. Conclusion MOOCs in combination with flipped classroom teaching can increase the effectiveness of teaching in the standard training for resident physicians and trainees’ comprehensive clinical diagnosis and treatment ability.

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Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description

Cited by 22 publications

References 12 publications

Educating the masses to address a global public health priority: The Preventing Dementia Massive Open Online Course (MOOC)

Educating the masses to address a global public health priority: The Preventing Dementia Massive Open Online Course (MOOC)

Evaluating Course Completion, Appropriateness, and Burden in the Understanding Multiple Sclerosis Massive Open Online Course: Cohort Study

Massive Open Online Courses Combined with Flipped Classroom: An Approach to Promote Training of Resident Physicians in Rheumatology

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