What Are the Key Themes Associated with the Positive Learning Experience in MOOCs? An Empirical Investigation of Learners' Ratings and Reviews

Autor/inn/en	Deng, Ruiqi; Benckendorff, Pierre
Titel	What Are the Key Themes Associated with the Positive Learning Experience in MOOCs? An Empirical Investigation of Learners' Ratings and Reviews
Quelle	In: International Journal of Educational Technology in Higher Education, 18 (2021), Artikel 9 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deng, Ruiqi) ORCID (Benckendorff, Pierre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2365-9440
DOI	10.1186/s41239-021-00244-3
Schlagwörter	Online Courses; Large Group Instruction; Higher Education; Educational Technology; Electronic Learning; Teaching Methods; Educational Practices; Instructional Design; Course Content; Instructional Materials; Student Interests; Educational Resources; Video Technology; Lecture Method; Group Discussion; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lesson concept; Lessonplan; Unterrichtsentwurf; Kursprogramm; Lehrmaterial; Lehrmittel; Studieninteresse; Bildungsmittel; Gruppendiskussion; Computerkonferenz
Abstract	Past MOOC research has tended to focus on learning outcomes valued in traditional higher education settings, such as achievement and retention. This study recognises that student ratings are an important alternative outcome measure in MOOCs. This paper adopted a semiautomatic text mining approach to collect and analyse 8475 ratings and reviews submitted for 1794 MOOCs. The analysis revealed six important themes that contributed to positive ratings: 'learning', 'understanding', 'interesting', 'videos', 'recommend', and 'questions'. The paper then investigated the characteristics of each identified theme based on the proximity of themes, distribution of concepts within themes, and important connections. Based on research findings, the paper presents the following propositions to assist educators and providers to enhance the learning experience in MOOCs: (1) provide "realistic" learning contexts and instructional conditions in MOOCs to facilitate the acquisition of knowledge that transfers more readily to "real-world" practices; (2) carefully design the instructional conditions so that some "mental challenge and stimulation" is required for learners to achieve a full understanding of the content, rather than making MOOCs too simple or effortless to complete; (3) design the "course content, materials, and communications" to generate interest; (4) allocate "sufficient" resources to create "high-quality" video lectures; (5) employ video lectures to elicit "positive emotions" from MOOC learners and simplify "complex, difficult concepts"; and (6) incorporate discussion boards in MOOCs and invest in human and digital resources to address learners' "queries." (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01