Learner and Instructor-Related Challenges for Learners' Engagement in MOOCs: A Review of 2014-2020 Publications in Selected SSCI Indexed Journals

Autor/inn/en	Alemayehu, Lekissa; Chen, Hsiu-Ling
Titel	Learner and Instructor-Related Challenges for Learners' Engagement in MOOCs: A Review of 2014-2020 Publications in Selected SSCI Indexed Journals
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.3172-3194 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alemayehu, Lekissa) ORCID (Chen, Hsiu-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1920430
Schlagwörter	Barriers; MOOCs; Educational Technology; Affordances; Independent Study; Peer Relationship; Student Motivation; Feedback (Response); Teacher Competencies; Time; Economic Factors; Technological Literacy; Student Interests; Interaction; Learner Engagement; Self Control; Student Attitudes; Higher Education; Research Design; Teaching Methods + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Selbststudium; Peer-Beziehungen; Schulische Motivation; Lehrkunst; Zeit; Ökonomischer Faktor; Technisches Wissen; Studieninteresse; Interaktion; Selbstbeherrschung; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsdesign; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The present study reviewed papers published in the Web of Science database from 2014 to 2020 in SSCI indexed journals on learner- and instructor-related challenges for learners' engagement in MOOCs based on the Technology-Based Learning Model. The focus is on research design, instructor-related factors that foster and frustrate learner engagement, learner-related engagement hindering factors, and the foci of investigation. In terms of design, quantitative designs were implemented most, followed by mixed method designs. As for instructor-related factors that foster learners' engagement, focusing on learners' SRL skills, learner-learner interaction, intrinsic motivation, and providing timely feedback were mentioned by most studies. As for instructor-related frustrating factors, poor MOOC designs, which lack learner interaction and motivating strategies, instructors' lack of experience, and time for preparation, were identified in a number of studies. As for the learner-related factors which hinder engagement, lack of SRL skills, lack of adequate background skills, and economic barriers were identified as the hindering factors in a number of studies. As for the foci of investigation, motivation/interest, learning strategies, interactions, and engagement are the most identified foci of the studies. A proposed learner engagement MOOC framework, discussion based on the results, followed by implications for future research directions and conclusions are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01