Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses

Loya, Alexandra Paulina Crisostomo; Gopal, Anita; Shukla, Isha; Jermann, Patrick; Tormey, Roland

doi:10.1016/j.sbspro.2015.04.686

Cited by 21 publications

(12 citation statements)

References 7 publications

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“…Specifically, we analyzed how researchers operationalized and measured the outcome variables they were predicting in their various models. Our analysis suggests that learning outcomes have been defined as course completion (e.g., Crossley et al, 2015; Loya, Gopal, Shukla, Jermann, & Tormey, 2015), engagement (Sharma, Jermann, & Dillenbourg, 2015), social interactions (Vu, Pattison, & Robins, 2015), sociability (Brooks, Stalburg, Dillahunt, & Robert, 2015), and learning gains (Koedinger, Kim, Jia, McLaughlin, & Bier, 2015; X. Wang, Yang, Wen, Koedinger, & Rosé, 2015).…”

Section: Resultsmentioning

confidence: 99%

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Joksimovíc

Poquet

Kovanović

et al. 2017

Review of Educational Research

147

122

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Despite a surge of empirical work on student participation in online learning environments, the causal links between the learning-related factors and processes with the desired learning outcomes remain unexplored. This study presents a systematic literature review of approaches to model learning in Massive Open Online Courses offering an analysis of learningrelated constructs used in the prediction and measurement of student engagement and learning outcome. Based on our literature review, we identify current gaps in the research, including a lack of solid frameworks to explain learning in open online setting. Finally, we put forward a novel framework suitable for open online contexts based on a well-established 740335R ERXXX10.

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Section: Resultsmentioning

confidence: 99%

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Joksimovíc

Poquet

Kovanović

et al. 2017

Review of Educational Research

147

122

View full text Add to dashboard Cite

show abstract

“…Prior studies have reported that behavioural engagement does influence completion. Learners who watched videos the same day each week (Loya, Gopal, Shukla, Jermann, & Tormey, 2015), scored higher on the first assignment (Skrypnyk et al, 2015) and completed assignments frequently (Tseng et al, 2016) were more likely to complete a MOOC. From a social engagement perspective, a higher level of interaction with the instructor (Hone & El Said, 2016) and active participation in forum discussion (Cohen, Shimony, Nachmias, & Soffer, 2019; Engle, Mankoff, & Carbrey, 2015) were also found to be predictors of completion.…”

Section: Literature Reviewmentioning

confidence: 99%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi‐dimensional, person‐centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self‐administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi‐dimensional, person‐centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.

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“…Researchers have observed emotional engagement through calculating the frequency of affective expression such as the number of upvotes in the discussion forums [51]. Additionally, MOOC scholars have explored participants' behavioural engagement by documenting student activities, including but not limited to clickstream logs, completion of activities, and participation in discussion forums [52]- [55].…”

Section: International Journal Of Information and Education Technologmentioning

confidence: 99%

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

Deng¹,

Benckendorff²

2017

IJIET

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Abstract-This study reviews research methods commonly adopted in scholarly literature on students' and instructors' experiences of using Massive Open Online Courses (MOOCs), published from January 2014 to April 2016. 53 articles were identified through a search of four electronic databases. The findings show that surveys, interviews, and log files extracted from MOOC platforms were the most frequently adopted methods for data collection. The use of other qualitative research methods such as diary studies and focus groups was less common. The majority of identified articles adopt a single research method. Methodological triangulation is observed in studies which collect data from multiple sources. For studies which adopted methodological triangulation, it is observed that surveys are often triangulated with interviews and log files. The ways in which MOOC scholars use the key research methods are discussed, and future research avenues based on the research results are provided.Index Terms-MOOC, research method, student, review, online course.

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Conscientious Behaviour, Flexibility and Learning in Massive Open On-Line Courses

Cited by 21 publications

References 7 publications

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

How Do We Model Learning at Scale? A Systematic Review of Research on MOOCs

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

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