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

Abstract

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.

Self‐reported behaviour change among multiple sclerosis community members and interested laypeople following participation in a free online course about multiple sclerosis

“…In a 2008 report, the Centre for Higher Education Quality suggested that surveys with ≥10% response rates should be considered viable 18,19 . Further, the study cohort was similar to course participants overall based on sex, education level and MS disease duration,20 but was older (mean age of 51.6 compared with 44.4 years) and had a larger proportion of people with MS (38% compared with 31%).…”

Self‐reported behaviour change among multiple sclerosis community members and interested laypeople 6 months following participation in a free online course about multiple sclerosis

“…4,5 Although there is good evidence that online health education interventions increase related knowledge, there is insufficient evidence with respect to their effect on other health behaviours and outcomes (eg, health literacy) to reach a conclusion. 4,5 Even less is known about the long-term effects of these interventions, with few studies conducting follow-up assessments. 4,5 Here, we explore the impact of an online health education intervention, the Understanding Multiple Sclerosis (MS) MOOC, on selfreported health behaviour change.…”

“…4,5 Even less is known about the long-term effects of these interventions, with few studies conducting follow-up assessments. 4,5 Here, we explore the impact of an online health education intervention, the Understanding Multiple Sclerosis (MS) MOOC, on selfreported health behaviour change. The Understanding MS MOOC is a freely available six-week online course that presents information on the underlying pathology, symptoms, risk factors and disease management of MS, as well as its impact on everyday life.…”

Integration of Massive Open Online Course (MOOC) in Ophthalmic Skills Training for Medical Students: Outcomes and Perspectives

“…In recent years, massive open online course (MOOC), an online course aimed at large-scale participation and free access via the internet, has emerged as a novel teaching pattern and earned its rapid popularity in all fields of education, including public health and medical care. [3][4][5][6] Currently, MOOC is divided into connectivism-based "Connectivist" MOOC (cMOOC) and behaviorism-based "eXtended" MOOC (xMOOC). The cMOOC, based on the theory of connectivism, focuses on the construction and creation of knowledge and an open learning environment through resource sharing and interactive expansion, while xMOOC puts more emphasis on the copying and transfer of knowledge through videos and testing, which is closer to a traditional behaviorist model.…”

“…In recent years, massive open online course (MOOC), an online course aimed at large-scale participation and free access via the internet, has emerged as a novel teaching pattern and earned its rapid popularity in all fields of education, including public health and medical care 3–6. Currently, MOOC is divided into connectivism-based “Connectivist” MOOC (cMOOC) and behaviorism-based “eXtended” MOOC (xMOOC).…”