Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design

Pilli, Olga; Admiraal, Wilfried

doi:10.2399/yod.17.001

Cited by 38 publications

(38 citation statements)

References 61 publications

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“…The effectiveness of an online course and ensuring student learning outcomes would be dependent on the quality of the course, user interface design, teacher characteristics, learning-focused activities and student characteristics. Providing proper feedback, encouraging learning networks, providing flexible structure, material and support are essential to retain students and ensure course completion [56].…”

Section: Methodsmentioning

confidence: 99%

Factors Extraction of Effective Teaching-Learning in Online and Conventional Classrooms

Shukla¹,

Dosaya²,

Nirban³

et al. 2020

IJIET

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Integrating technology in education through online courses can enhance the learning experience when coupled with the traditional methods of interaction. Online courses can help in providing access to education to people from remote and marginalized sections of the world. They help in developing critical thinking and increasing the capacities of students necessary for the 21st century. There has been a shift from traditional classroom teaching to teaching in a hybrid or blended manner. An online learning environment creates a potential learning space for students to use technology for effective teaching and learning process. A well-designed learning environment can blend conventional methods with technological innovations for increasing the accessibility and efficiency of the education system. The study collected data from graduate students (N=220) on various determinants of effective online courses and learning. Correlation was used to explore the relationship of the dimensions with the construct of effectiveness. Factor analysis was done and two factors were extracted, namely, student attributes, features of the platform and instructor quality. The findings of the study provide insights for measuring the effectiveness of online courses and initiate measures to handle the challenges to online education.

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Section: Methodsmentioning

confidence: 99%

Factors Extraction of Effective Teaching-Learning in Online and Conventional Classrooms

Shukla¹,

Dosaya²,

Nirban³

et al. 2020

IJIET

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“…Understanding which factors account for students' effective learning in open online courses an important step toward is designing efficacious courses and improving open online learning. [2] In this section, the author attempts to explore essential elements in effective MOOC-based English learning environment based on Biggs's 3P Model.…”

Section: Essential Elements In Effective Mooc-based English Learning mentioning

confidence: 99%

Elements in MOOC-based College English Learning Environment--Based on Biggsrs 3P Model

Song¹

2018

Proceedings of the 4th International Symposium on Social Science (ISSS 2018)

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Under the background of the digital revolution era, college English teaching and learning are facing tremendous changes. Effective college English learning has long been overwhelmed by the focus on effective teaching in the traditional classroom teaching model. Based on Biggs's 3P Model of Learning, this paper discusses the essential elements in effective MOOC-based college English learning environments, deconstructs and reconstructs college English classroom.

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“…Based on the literature review, two elements in the visual learner dimension were identified: (1) learn best from what they see, and (2) learners priorities pictorial materials. While seven elements in the active learner dimension were identified: (1) learn by trying things, (2) can be impulsive, (3) risk-takers, (4) do not prefer lectures, (5) interpersonal, (6) prefer group work and (7) participate in learning tasks immediately. Based on findings from RQ1, the researchers proposed an existing element learning styles (visual and active) in adaptive self-assessment activities for improving student performance using MOOCs learning for the second language course.…”

Section: A Research Question 1: What Are the Learning Styles Of Learmentioning

confidence: 99%

“…In MOOC assessment, the issue is, there was a reduction of interest and activity of students during the session of the course [5]. Three requirements to designing effective online course are (1) learners characteristics, (2) context and (3) activities [6]. These authors suggest a reconceptualization of (1) curriculum activities and (2) student achievement based in various indicators of performance.…”

Section: Introductionmentioning

confidence: 99%

The Designing of Adaptive Self-Assessment Activities in Second Language Learning using Massive Open Online Courses (MOOCs)

Hashim¹,

Salam²,

Nurul³

et al. 2018

ijacsa

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Massive Open Online Courses (MOOCs) provides an effective learning platform with various high-quality educational materials accessible to learners from all over the world. In this paper, the types of learner characteristics in MOOCs second language learning are discussed. However, there are still problems and challenges including assessment. A quantitative research method approach has been utilized in this study. Results of the study are then used for implementing suitable adaptive self-assessment activities in MOOCs learning. Findings of this study are two folds: (1) The dimension of learner characteristics (learning styles and cognitive style) for improving student performance in MOOCs learning and (2) suitable selfassessment activities that consider learners requirement or adaptive to learner characteristics for improving MOOCs learning performance. Based on the findings, the data indicate that visual, active, thinking and intuitive learner is the proposed dimension used in this study. In this study, our aim is to propose adaptive self-assessment activities for improving MOOCs learning in the second language course. In the future study, students will be investigated about their engagement using MOOC assessment in the second language.

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Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design

Cited by 38 publications

References 61 publications

Factors Extraction of Effective Teaching-Learning in Online and Conventional Classrooms

Factors Extraction of Effective Teaching-Learning in Online and Conventional Classrooms

Elements in MOOC-based College English Learning Environment--Based on Biggsrs 3P Model

The Designing of Adaptive Self-Assessment Activities in Second Language Learning using Massive Open Online Courses (MOOCs)

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