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

Abstract

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.

LMOOC research 2014 to 2021: What have we done and where are we going next?

“…Suen, 2014). Also, given that most students' interest and motivation to participate in a given course is likely to diminish over time, it is important for LMOOC providers to consider adopting more innovative and effective assessment activities (Hashim, Salam, Mohamad & Sazali, 2018;Sokolik, 2014Sokolik, , 2016Uchidiuno et al, 2018).…”

Adaptive and Intelligent MOOCs: How they Contribute to the Improvement of the MOOCs’ Effectiveness

“…They investigated the effects of two different approaches on developing knowledge and expertise for adaptive problems and concluded that ALOSI's adaptive assessment, with a focus on recovery, is associated with a notable increase in learning gains while having no significant effect on dropout. Hasmaini, Salam, Nurul, and Syafiatun (2018) focused on using appropriate adaptive self-assessment tasks in MOOC-based learning. The results of this study have two main implications: (1) the dimension of learner characteristics (learning style and cognitive style) to enhance learner performance in learning through MOOCs; and (2) appropriate self-assessment activities, which consider learners' prerequisites or adapt to the characteristics of their prerequisites, to enhance learner performance in the MOOC.…”