Building engagement for MOOC students

Nawrot, Ilona; Doucet, Antoine

doi:10.1145/2567948.2580054

Cited by 114 publications

(41 citation statements)

References 29 publications

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“…Three studies showed that time management is a vital factor influencing MOOC learning. Survey results in Nawrot and Doucet's (2014) research showed that poor time management was the main cause of dropping out of a MOOC. In addition, the results of a study by Onah and Sinclair (2016) revealed that 27 undergraduate students taking a blended MOOC had low-level of time management scores in the OSLQ, showing mean scores of 2.95.…”

Section: Behavioural and Contextual Regulation Strategies: Help Seekimentioning

confidence: 99%

“…Adapted from García Espinosa et al, 2015. Nawrot andDoucet (2014) proposed MOOC system features as a solution to address time management, which, as Table 6 shows, was identified as a main cause of dropping out from a MOOC. Nawrot &Doucet, 2015.…”

Section: Mooc Designmentioning

confidence: 99%

“…Nawrot andDoucet (2014) proposed MOOC system features as a solution to address time management, which, as Table 6 shows, was identified as a main cause of dropping out from a MOOC. Nawrot &Doucet, 2015. Littlejohn and proposed two sets of design tools that can guide instructors and instructional designers in designing MOOCs to support professional learners' SRL: MOOC-SRL patterns and MOOC Design Team Questionnaire.…”

Section: Mooc Designmentioning

confidence: 99%

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Systematic literature review on self-regulated learning in massive open online courses

Lee

Watson

2019

AJET

137

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Despite arguments about the importance of self-regulated learning (SRL) in massive open online courses (MOOCs) (Terras & Ramsay, 2015), understanding of the topic is limited. This study offers a systematic review of empirical research on SRL in MOOCs. It revealed that the body of literature on SRL in MOOCs has grown from 2014 to 2016. The content analysis findings show that SRL was a factor positively influencing learning in MOOCs. SRL strategies were identified, including motivational regulation strategies, specifically self-efficacy, task value, and goal setting. Particular cognitive regulation strategies were not identified, and goal setting was found as a metacognitive regulation strategy. Regarding behavioural and contextual regulation strategies, help seeking, time management, and effort regulation were identified. In addition, several MOOC designs and SRL interventions that consider unique characteristics of MOOCs were proposed to promote SRL. Implications of these findings and future research are discussed. IntroductionA massive open online course (MOOC) generally refers to "a model for delivering learning content online to virtually any person-with no limit on attendance-who wants to take the course" (Educause Learning Initiative, 2011, ¶ 4). MOOCs have changed traditional online learning by putting hundreds of thousands of learners from different geographical locations into an online space where they study at their preferred pace and according to their own learning style (Johnson, Becker, Estrada, & Freeman, 2014). Traditional online courses and MOOCs are distinguished by the fact that MOOCs are open to all applicants with freely accessible information and resources and do not typically require registration fees except for those learners seeking more formal certifications (Schulze, 2014). There is also a difference in goals and structures between regular online courses and MOOCs (Perna et al., 2014).In MOOCs, "learners are expected to be autonomous and manage their own learning by making their own social and conceptual connections to suit their own needs" (Tschofen & Mackness, 2012, p. 126). Glance, Forsey, and Riley (2013) and Barnes (2013) explained that most MOOCs usually include short lecture videos with embedded questions, auto-graded quizzes, peer reviewing or assessment, and online discussion forums. As MOOCs place "control of learning at the discretion of the learner" (Terras & Ramsay, 2015, p. 1), it is essential to understand the learner behaviours required for autonomous learning in MOOCs (Terras & Ramsay, 2015). While little has been discovered about learner behaviours in MOOCs, self-regulated learning (SRL) has recently gotten attention as a crucial factor related to learner behaviours in MOOCs (deWaard, 2011;Terras & Ramsay, 2015). SRL has been identified as one of the vital factors positively affecting students' success in traditional online learning environments (Cho & Shen, 2013;Dabbagh & Kitsantas, 2005). In addition, how to support online learners' SRL has been widely examined (e...

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Section: Behavioural and Contextual Regulation Strategies: Help Seekimentioning

confidence: 99%

Section: Mooc Designmentioning

confidence: 99%

Section: Mooc Designmentioning

confidence: 99%

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Systematic literature review on self-regulated learning in massive open online courses

Lee

Watson

2019

AJET

137

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“…Rai and Chunrao (2016) suggested MOOC learners who receive sufficient support and timely feedback are more likely to continue until the end of the courses. Nawrot and Doucet (2014) found that most students dropped out due to conflicting life responsibilities and interruptions during the course, such as being left behind because of work or travel.…”

Section: Research In Moocsmentioning

confidence: 99%

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Chiu

Hew

2018

AJET

143

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Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves fewer mental and physical actions as well as less cognitive processing, rather than posting forum massages, might better match the learner's study purpose. In this study, we investigated the effects of three common types of online MOOC discussion forum activities (viewing, voting and commenting) on student peer learning (peer reviews) and performance (quiz scores). We used stepwise regression models to analyse two data samples of a humanity and art MOOC provided by a private university in the United States for exploring factors influencing peer learning and performance. The results indicate that peer learning and performance were primarily predicted by viewing, and to a lesser extent by commenting. The three plausible explanations for the findings are the learner's study purpose, weaker instructor-learner ties, and voluntary forum participation. We suggest ways to encourage viewing messages in forums and present limitations and further directions.

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“…Other significant reasons that were mentioned covered mainly the lack of attractiveness and suitability [34].…”

Section: Forum Activity and Drop-out Ratementioning

confidence: 99%

Video and course content discussion on Massive Open Online Courses: An exploratory research

Dubosson¹,

Emad

Broillet

et al. 2014

2014 IEEE International Professional Communication Conference (IPCC)

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-This paper deals with the ways in whichMassive Open Online Courses (MOOC) participants use course related forums and the contribution of those forums to the learning experience of their virtual students. We focused on the comparison between, on one hand, video content provided by the course organizers and on the other hand, the content provided by user discussions in the forums. Our methodology frame is based on natural sociological inquiry. Video Lectures, as well as the most active forum threads and their posts were collected during a 6 weeks long xMOOC that took place in fall 2013 on a well-known MOOC platform. Content analysis was performed and the study concludes that the forum included a very high level of interactions involving mostly course related exchange of information amongst students, placing this course at the intersection between a constructivist MOOC (cMOOC) and a classical information transmission based MOOC (xMOOC).

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Building engagement for MOOC students

Cited by 114 publications

References 29 publications

Systematic literature review on self-regulated learning in massive open online courses

Systematic literature review on self-regulated learning in massive open online courses

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Video and course content discussion on Massive Open Online Courses: An exploratory research

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