Exploring MOOC User Behaviors Beyond Platforms

Abstract

MOOC user behavior is generally studied using the data collected within platform interactions in the learning system or via outside social media platforms. It is important to understand the root causes of anomalies in MOOCs, such as the 80% attrition, less interactions within platforms and what causing the reflected behaviors beyond platforms. We study MOOC student behaviors outside the platform using ethnographic methods, mainly focusing on diary study and interviews. Two groups, 11 extreme users who have completed many MOOCs and 10 who never completed MOOC have been used to collect data. The log sheets data and interviews were analyzed using the Epistemic Network Analysis (ENA) method to explore if there is a significance between these 2 groups and other qualitative comparisons to explore behavioral patterns. Our results indicated 4 behavioral patterns with insights into a significant level of learner's habits between extreme and novice users’ behaviors leading to completion or dropping. This reflects the design gaps of MOOC platforms and based on the behavioral patterns, we provide recommendations to meet the learners' needs.

Efficiency of Outsourcing and Outstaffing Mechanisms Based on MOOCs in the Market of Entrepreneurial Education Services

“…The conducted literature analysis did not reveal empirical data related to O&O in entrepreneurial education that would be relevant for direct comparison with the results of this article. However, one can use data from the report on the study of the entrepreneurial spirit of students, which covers 54 countries of the world, and 15 universities have been included in the study from Russian Federation (Global University Entrepreneurial Spirit Students Survey, GUESSS), as well as works on the impact of MOOCs on the success and psychological state of students [18,23,28].…”

“…Cooperation with industry enterprises for targeted training of personnel; this direction provides for various types of attracting resources from external business, for example, such as conducting training practices and internships. This type of teaching practice is extremely effective, but to date, very little has been studied in the research literature, and according to the studied sources, it is mainly practiced in free MOOCs outside the university context [16,18,19]; from the point of view of outstaffing, which is the subject of this article, an important area is to attract business practitioners to conduct training sessions with students; large firms may establish their own use of training centers, training courses and programs, which are also external resources important for entrepreneurial education [16].…”

“…Entrepreneurship is an active skill and learning involves actively involving students in the acquisition of skills. Since a significant part of business processes have migrated to the online environment, this makes it possible to organize practical training for students through online learning mechanisms from almost anywhere and at any time, without interrupting the main program of the university course [18]. This is done through the involvement of business representatives with entrepreneurial skills in the educational process (outstaffing) through, for example, MOOCs or other online learning methods, and through the creation of a business environment for students in which they can operate with minimal risks (outsourcing) [4,23].…”

Using Massive Open Online Course (MOOC) on Pancasila Education Increasing Students’ Score

“…MOOC are one of the developments in virtual learning as a result of the third wave revolution. MOOC are an online platform have attracted massive audience [13], [14], with content, design, access points, application methods, and definitions of success being open [15], [16], designed for anyone to participate without background knowledge or skills, fee and admission process [17]. It offer a completely virtual learning environment, with lectures, discussions and assignments all distributed via the internet, thus presenting considerable advantages for students in terms of flexibility to learn what they want [18] and access to quality education, especially for those who live in remote or disadvantaged areas [19], but it needs to be a concern of students who follow MOOC have dissatisfaction especially with planning, design, and assessment [20].…”

Egyptian Instructors and Massive Open Online Courses: An Attitudinal Intentional Study

“…When PU, PEOU, and external variables are in place, users will have both the attitude and intention to employ the new technology. However, the perception of modern technology varies depending on age and gender of the users [15,18,20].…”