What Research Says About MOOCs – An Explorative Content Analysis

Zawacki‐Richter, Olaf; Bozkurt, Aras; Alturki, Uthman; Aldraiweesh, Ahmed

doi:10.19173/irrodl.v19i1.3356

Cited by 108 publications

(86 citation statements)

References 55 publications

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“…While existing studies explain the core success factors of MOOCs, as well as the different formats, expansion strategies and knowledge facilitation mechanisms [36][37][38][39], significantly less attention has been devoted so far to the study of the adoption of MOOCs in continuous entrepreneurship education.…”

Section: Massive Open Online Coursesmentioning

confidence: 99%

Two Heads Are Better Than One—Entrepreneurial Continuous Learning through Massive Open Online Courses

Żur

2020

Education Sciences

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Globalisation and digital technology have changed the means and mechanisms of knowledge acquisition. The rapidly expanding open-access online resources and various digital learning platforms present new opportunities in the area of continuous entrepreneurial learning, including that of corporate employees. This paper draws on knowledge spillover theory in order to explore the potential of Massive Open Online Courses (MOOCs) as enablers of knowledge exchange, consolidation and new knowledge creation through connecting geographically and institutionally distant actors. The research design is based on a qualitative interpretative approach exploiting a triangulation of methods by using sets of quantitative data collected from MOOC participants, five focus group interviews and text content of online course discussion groups. This study contributes to our understanding of how digital technologies enable entrepreneurial learning on a massive scale. It identifies three factors which can trigger intense horizontal knowledge spillovers on a massive scale: (i) participants' common interests and aspirations, (ii) induced mobilisation, and (iii) participants' optional anonymity. Additionally, the findings of this study provide useful information for potential MOOC creators regarding the design and delivery of MOOCs targeting a high density of participant interactions.

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Section: Massive Open Online Coursesmentioning

confidence: 99%

Two Heads Are Better Than One—Entrepreneurial Continuous Learning through Massive Open Online Courses

Żur

2020

Education Sciences

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“…Hasil memperlihatkan bahwa terdapat respons positif dalam kepuasan dan minat belajar siswa ketika menggunakan sumber berbasis web. Hasil juga he 21st century witnessed a shift in educational paradigm, which comes from widespread use Information and Communication Technology (ICT) that has provided access to rich and innovative teaching and learning resources (Zawacki-Richter, O., Bozkurt, Alturki, & & Aldraiweesh, 2018;Hsu, 2017) The development of Information and Communication Technologies (ICT) enables many benefits and advances regarding all components of the educational process and play increasingly a fundamental role to support teaching and learning (Cardoso, 2016). Information technology such as computer and internet has dramatically increased the ways of teaching and learning (Su, B., Bonk, Magjuka, & Liu, X., & Lee, 2005).…”

Section: Pembelajaran Matematika Berbasis Web: Suatu Pendekatan Intermentioning

confidence: 99%

Teaching and Learning Mathematics Through Web-Based Resource: An Interactive Approach

Kartika

2018

mapan

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Abstract:The aim of this study is to investigate the effectiveness of teaching and learning process using web-based resource as an interactive approach in learning mathematics. Research PEMBELAJARAN MATEMATIKA BERBASIS WEB: SUATU PENDEKATAN INTERAKTIFAbstrak: Tujuan dari penelitian ini adalah untuk mengetahui efektifitas proses pembelajaran menggunakan bahan berbasis web sebagai pendekatan interaktif dalam belajar matematika. Metode penelitian yang digunakan adalah analisis konten. Sumber berbasis web dalam penelitian ini adalah website matematika interaktif. Berdasarkan sumber pembelajaran ini, pembelajaran matematika dibagi kedalam tiga langkah, yaitu pertama, pembelajaran untuk memberikan pemahaman siswa terhadap konsep dan notasi matematika; kedua, pembelajaran interaktif dengan applet; dan ketiga, latihan mandiri siswa. Setelah pembelajaran, 69 siswa yang mengikuti perkuliahan aljabar linear memberikan respon tentang pembelajaran matematika melalui sumber berbasis web. Instrumen yang digunakan adalah 12 kuesioner yang dikembangkan (Hsu, 2017). Hasil memperlihatkan bahwa terdapat respons positif dalam kepuasan dan minat belajar siswa ketika menggunakan sumber berbasis web. Hasil juga

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“…There is evidence that retention rates for formal online courses are very low (Sánchez-Elvira Paniagua & Simpson, 2018) with, for example, the UK's Open University recent graduation rate falling to only 13% (Inkelaar & Simpson, 2015, p. 153). Research that has been carried out on formal institutional courses and MOOCs (Zawacki-Richter, Bozkurt, Alturki & Aldraiweesh, 2018) shows there are a number of reasons why students might drop out from online courses. Students might feel isolated from others (Palloff & Pratt, 2005), intimidated by technology (Bawa, 2016), sense that there is a lack of support (Simpson, 2017) or feedback from institutions or teachers (Abel, 2005), they may be cognitively overloaded (Sweller, Ayres & Kalyuga, 2011) by the online context, or feel that the they are studying in an "ill-structured domain" (Driscoll, 2005) in which it is not easy for them to know how to learn.…”

Section: Introductionmentioning

confidence: 99%

Enhancing student retention rates on open non-formal online language learning courses

Cowie

Sakui

2019

pjtel

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Open non-formal online courses are becoming increasingly popular as a self-paced option for learners. However, the attrition rates for such courses, similar to other online options such as MOOCs, can be high. In this exploratory research study two teacher-researchers reflect on and analyse their experience of creating open non-formal online courses for English language learners, and go on to suggest several practical techniques to decrease the number of students that may drop out. Firstly, the wider reasons why online students may drop out, such as insufficient feedback or the impact of cognitive overload, are discussed and several ways are suggested to get around these issues. Secondly, various principles of instructional design such as keeping lessons consistent but variable, relevant, and divided into manageable chunks are recommended. Finally, a number of ways that videos can be made more engaging are shown, especially focusing on how a talking head can be best portrayed in order to give the clearest information and develop a more personalised teacher presence. Although the data and analysis are focused on open non-formal online courses the findings and discussion are of relevance to other forms of online instruction and multimedia learning.

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What Research Says About MOOCs – An Explorative Content Analysis

Cited by 108 publications

References 55 publications

Two Heads Are Better Than One—Entrepreneurial Continuous Learning through Massive Open Online Courses

Two Heads Are Better Than One—Entrepreneurial Continuous Learning through Massive Open Online Courses

Teaching and Learning Mathematics Through Web-Based Resource: An Interactive Approach

Enhancing student retention rates on open non-formal online language learning courses

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