What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives

Luo, Rong; Ye, Zixuan

doi:10.1017/s0958344021000082

Cited by 23 publications

(20 citation statements)

References 29 publications

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“…As the main audience of MOOCs, learners' perceptions play a vitally important role in the success as well as the quality assurance of these courses (Luo and Ye, 2021). Despite this, most previous studies primarily consulted professors and course designers via interviews and surveys (Creelman and Ossiannilsson, 2014;Tong and Jia, 2017).…”

Section: Past Studies On Learners' Perspectives Of Moocsmentioning

confidence: 99%

“…Despite this, most previous studies primarily consulted professors and course designers via interviews and surveys (Creelman and Ossiannilsson, 2014;Tong and Jia, 2017). Learners' voices were largely neglected in research on MOOC quality (Luo and Ye, 2021). This could be problematic because experts' views and course takers' could be different (Stracke et al, 2018).…”

Section: Past Studies On Learners' Perspectives Of Moocsmentioning

confidence: 99%

“…In other words, they are able to get access to the lessons almost at any time and complete them at their own speed. A growing body of research on MOOCs has been carried out during the past decade (e.g., Al-Rahmi et al, 2019;Luo and Ye, 2021;Chong et al, 2022;Ding and Shen, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Learners’ satisfaction of courses on Coursera as a massive open online course platform: A case study

Nguyen

2022

Front. Educ.

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Online education has become more prevalent in the 21st century, especially after the COVID-19 pandemic. One of the major trends is the learning via Massive Open Online Courses (MOOCs), which is increasingly present at many universities around the world these days. In these courses, learners interact with the pre-designed materials and study everything mostly by themselves. Therefore, gaining insights into their satisfaction of such courses is vitally important to improve their learning experiences and performances. However, previous studies primarily focused on factors that affected learners’ satisfaction, not on how and what the satisfaction was. Moreover, past research mainly employed the narrative reviews posted on MOOC platforms; very few utilized survey and interview data obtained directly from MOOC users. The present study aims to fill in such gaps by employing a mixed-methods approach including a survey design and semi-structured interviews with the participation of 120 students, who were taking academic writing courses on Coursera (one of the world-leading MOOC platforms), at a private university in Vietnam. Results from both quantitative and qualitative data showed that the overall satisfaction of courses on Coursera was relatively low. Furthermore, most learners were not satisfied with their learning experience on the platform, primarily due to inappropriate assessment, lack of support, and interaction with teachers as well as improper plagiarism check. In addition, there were moderate correlations between students’ satisfaction and their perceived usefulness of Coursera courses. Pedagogically, teachers’ feedback and grading, faster support from course designers as well as easier-to-use plagiarism checking tools are needed to secure learners’ satisfaction of MOOCs.

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Section: Past Studies On Learners' Perspectives Of Moocsmentioning

confidence: 99%

Section: Past Studies On Learners' Perspectives Of Moocsmentioning

confidence: 99%

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Learners’ satisfaction of courses on Coursera as a massive open online course platform: A case study

Nguyen

2022

Front. Educ.

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“…To make them comparable, the authors confined the six courses within undergraduate-level academic English courses. In choosing their sample, they adopted an approach similar to that used by Luo and Ye (2021): at the time of data collection, the chosen courses (a) were all among the top three courses on their respective sites by popularity, and (b) had been available to the public for at least two years. Details of the aims and enrollment numbers of each of these six courses are presented in Table 1.…”

Section: Samplementioning

confidence: 99%

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

Zhang

Chieh

2022

International Journal of Computer-Assisted Language Learning and Teaching

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As a response to a call to investigate the fundamental aspects regarding educational theory, research, designing and teaching of language massive open online courses (MOOCs), this study first developed a Community of Inquiry (CoI) observation protocol, to observe the existing teaching, social, and cognitive presences in language MOOCs, and tested its reliability using g-theory analysis. The results showed that the developed observation protocol is reliable, as evidenced by the large proportion of variance attributed to variation across courses rather than across raters. A follow-up d-study suggested that five and 11 raters were enough to reach moderate and substantial reliability coefficients, respectively. The study also identified exemplary practices that reflected high-level CoI presences in language MOOCs. The result not only highlighted the need to conduct observational studies to disentangle the dynamic interchanges that occur in language MOOCs, but also provided practical guidelines to language educators interested in designing and teaching their own MOOCs.

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“…By conducting descriptive statistical analysis in comparing two different courses in MOOC platform, Shukor and Abdullah's research suggested that using learning analytics in MOOC could help enhance the instructional design, thus improving the learning retention and engagement [13]. Focusing on quality assurance of language courses, Luo and Ye examined what has influenced learners' perceptions and identifies the specific quality criteria of five types of them with the data collected from English as a second language learners on China's biggest MOOC platform "iCourse" through qualitative study [14].…”

Section: Introductionmentioning

confidence: 99%

Do Gender or Major Influence the Performance in Programming Learning? Teaching Mode Decision Based on Exercise Series Analysis

Gao

Zhang

Ruipeng

et al. 2022

Computational Intelligence and Neuroscience

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Both traditional teaching and online teaching advocate individualized education. One of the difficulties on exploring possible improvements of instructional design is the challenging process of data collection. Existing research mainly focuses on the exam score of students but pays little attention to students' daily practice. As an effective method to handle time-series dataset, the generalized estimating equations (GEE) have not been used in this research field. Considering above issues, we first propose an experimental paradigm of programming performance analysis based on the performance record of students’ daily practice-exam and finish collecting a complete time-series dataset in one semester, including students’ individual attributes, learning behavior, and learning performance. Then, we propose an approach that analyzes practice-exam time-series dataset based on GEE to study the influence of individual attributes and learning behavior on learning performance. It is the first time to apply the GEE method for ordinal multinomial responses in this research field, by which we conclude several results that gender or major does have a certain difference on the programming learning. The longer the answer time and the less the cost time, the better the students' performance. Regardless of gender, students tend to cram for the exam and perform a little worse in the daily exercise. Finally, targeting at two important individual attributes, we give corresponding teaching mode decisions that university should teach students programming by major and teacher should give different teaching methods to students of different genders at different time points.

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What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives

Cited by 23 publications

References 29 publications

Learners’ satisfaction of courses on Coursera as a massive open online course platform: A case study

Learners’ satisfaction of courses on Coursera as a massive open online course platform: A case study

An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs

Do Gender or Major Influence the Performance in Programming Learning? Teaching Mode Decision Based on Exercise Series Analysis

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